Module 8

The purpose of this last blog is to share two insights related to technology that has inspired me this semester. The first insight is the importance of developing an implementation plan. Unfortunately, what tends to happen at my institution is that administration decides about changing technology without getting any input from the faculty and the students. This results in resistance from faculty. The implementation of a technology committee could help with improving the implementation process.  The reason for developing a technology committee is that “systemic change in education is a dynamic process, that occurs at many levels and affects all stakeholders” (Kenney, Banerjee, & Newcombe, 2010). The committee can evaluate technology, offer feedback and suggest ways train the faculty. One of the first steps in implementing change is getting “buy-in” from the stakeholders, having the stakeholders involved in the decision-making process from day one is important.

Another insight that I have gained is the importance of a sustainability plan. Many times, institutions invest several thousands of dollars in technology and the tool does not get used. There are two strategies to combat sustainability problems, and they include professional development opportunities and the use of formative evaluation. The traditional approach to faculty development is a one-time session, which does not allow faculty to gain hands-on experience. The traditional approach for training teachers does not provide sustained time and the continuity needed to alter educational practices (Kenney et al., 2010). The goal would be to provide multiple opportunities for faculty to interact with the clickers and ask questions. I would also collect data that supports the effectiveness of the technology. I would then share my data with the technology committee and other faculty members.

With regards to andragogy, the two insights that inspire me are that adult learners need to be engaged in the learning process while also being the at the center of the learning experience. As previously discussed, many nurse educators are transitioning to an active pedagogy. Technology such as the clickers, simulation, and mobile devices encourage critical thinking, ownership of learning, and engagement which are crucial for nursing education (Schneck, 2013). The blogs have provided this student with new information that can assist in transforming my teaching practices.

The first strategy that I want to incorporate into my practice is the formative assessment. Technologies such as the clickers provide the teacher with immediate feedback, which can be used to enhance learning (Chen & Lan, 2013). Educators should use data to drive their teaching practices. Therefore, I need to not only implement innovative strategies but also gather data and share findings. In addition to collecting data, through assessment, I believe it is also important to become involved in Mercy College’s technology committee. Getting involved will help with selecting appropriate technology tools for nursing. Overall, learning about new technologies has been beneficial this semester, I look forward to applying my new knowledge. 

References

Chen, T.L., & Lan, Y.L. (2013). Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry. Australasian Journal of Educational Technology, 29(1), 32-40.

Kenny, J.L., Banerjee, P., & Newcombe, E. (2010). Developing and sustaining positive change in faculty technology skills: Lesson learned from an innovative faculty development initiative. International Journal of Technology in Teaching and Learning, 6(2), 89-102.

Schneck, M.T. (2013). Active learning as a path to critical thinking: Are competencies a roadblock? Nurse Education in Practice, 13, 58-60.

doi: http://dx.doi.org/10.1016/j.nepr.2012.07.007

Module 7

I have mixed feelings about this module’s chosen technology. For this blog, I will discuss using Facebook. Teachers are constantly looking for ways to engage learners. According to an article by Maloney, Moss and Iic (2014), “the education sector has a history of repurposing popular technologies in an effort to go to where the students are and to improve learner engagement and flexibility” (p. 688). Incorporating social media into course work not only meets the needs of the millennials, but it also promotes engagement. Social Media sites like Facebook, allow educators to construct a public or semipublic profile for their courses (Maloney, Moss, & Illic, 2014). The educator can you Facebook to supplement course content or to encourage students to collaborate on projects. In an article by Lin, Hoffman, and Borengasser (2013), they explain that social media sites like Twitter and Facebook can be used for immediate feedback in F2F classes, and the enhancement of social presence in online classes. Facebook can be used as a formative evaluation tool for faculty members. A student can post to the site immediately, and the faculty can evaluate student learning. As for peer collaboration, students have been known to create Facebook pages for courses, on the page, they can collaborate on course projects or discuss course content.

The reason that I have mixed feelings regarding this technology is because of the ethical and legal considerations. In an article by Cain and Fink (2010), they note that social media can create a host of potential legal entanglement. As a health care educator, one concern is preserving the privacy of patients. Privacy and confidentiality are fundamental principles for nursing. We have had incidents where students have posted private information about patients. Since this has occurred Mercy College has instituted a policy that enforces a code of conduct. If students post any private patient information or anything negative about a clinical site, they can be dismissed from the program. I think enforcing the policy helps combat ethical or legal issues that can arise from students. It may also be helpful to have teachers frequently monitor the Facebook pages to review the conversations between students.

The term change agent is best described by Imel (2000) as “someone who deliberately tries to bring about change or innovation” (p. 1). In the world of adult education, the educator can facilitate change in two ways; the first way is through their institution or by working with individual learners (Imel, 2000, p. 1). Nursing education practices are driven by technology and evidence-based practice. By using innovative technology strategies and assessing the effectiveness, I can help other educators transform their practices.

References

Cain, J. & Fink, J. (2010). Legal and ethical issues regarding social media and pharmacy education. American Journal of Pharmaceutical Education, 74(10), 1-8.

Imel, S. (2000). Change: Connections to adult learning and education (Digest #221).

Columbus, OH: ERIC Clearinghouse: Adult, Career, and Vocational Education.

Retrieved February 2004 from http://www.calproonline.org/ERIC/docgen.asp?tbl=digests&ID=106

Lin, M.G., Hoffman, E.S., Borengasser, C. (2013). Is social media too social for class? A

 case study of Twitter use. TechTrends, 57(2), 39-45.

Maloney, S., Moss, A., & Ilic, D. (2014). Social media in health professional education: A student perspective on user levels and prospective applications. Adv in Health Sci Educ, 19, 687-697. Doi: 10.1007/s10459-014-9495-7

Module 6

     This blog will focus on the use of podcasting and twitter as strategies to enhance teaching and student learning. The first technology that I will discuss is podcasting. Educators that utilize and support services like YouTube and podcasting are allowing people to share and generate information with the rest of the word (Fleck, Beckman, Sterns, & Hussey, 2014). Podcasting which is like YouTube, is also a way to disseminate information. The difference is that podcasting uses audio files, as opposed to videos that are found on YouTube (Keskin & Metcalf, 2011). Learners can listen to the content at their convenience. Podcasting would be helpful in transitioning to the flipped classroom, because the learner can access the content before coming to class.  Once the learner is in class they can engage in classroom activities. These activities may include case studies, discussions and problem-based learning. Podcasting allows students to seek information at their pace and the learner processes new information that can be applied to future events.

     

     The next technology that can be used to enhance teaching and learning is Twitter. Twitter is already a popular social media tool for most millennial students. Technologies such as Twitter have attracted the interest of educators as they look for ways to engage and motivate students (Junco, Helbergert, Lokent, 2011). Twitter can be used to supplement face-to-face or online content. In an article by Lin, Hoffman, and Borengasser (2013), they explain that Twitter can be used for immediate feedback in F2F classes, and the enhancement of social presence in online classes.

     Addressing the millennial student’s needs is crucial. It is apparent that millennial students expect to use technology to enhance their learning experiences. Both technologies engage students because they encourage learners to take responsibility for their learning. With podcasting, the student has the opportunity to learn at their own pace. In the case of using Twitter, students can use their mobile devices to interact with their peers and faculty immediately.

  

     Twitter can be used as a formative evaluation tool for faculty members. Authors Lin et al., (2013) state that “Twitter can be used as a formative evaluation tool to obtain weekly evaluation from students” (p. 40). Since Twitter allows individuals to post rather quickly, faculty can create an account for their course and have students post questions or answers regarding the content. Faculty can also use Twitter to supplement class content, by posting links to websites, articles or videos. When using podcasting in courses, faculty can use classroom activities to assess how well the students are grasping the content. The educator can administer a quiz at the beginning of course or have the students complete a summary of the key points from the podcast. Based on the summary or quiz the teacher can further clarify content or provide additional resources for the students. It is evident that both technologies have a place in higher education, however the educator must consider accessibility. For example, how will the students access the podcasting. Also, the teacher must assure the podcasting has quality sound for the students. I look forward to implementing both strategies in nursing education.

References:

Fleck, B.K.B., Beckman, L.M., Sterns, J.L., & Hussey, H.D. (2014). YouTube in the classroom: Helpful tips an students perceptions. The Journal of Effective Teaching 14(3), 21-37.

Junco, R., Helbergert, G., & Lokent, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27, 119-132. Doi:10.1111/j.136-2729.2010.00387.x

Keskin, N.O., & Metcalf, D. (2011). The current perspectives, theories ad practices of

mobile learning. The Turkish Online Journal of Educational Technology 10(2), 202-208.

Lin, M.G., Hoffman, E.S., Borengasser, C. (2013). Is social media too social for class? A

 case study of Twitter use. TechTrends, 57(2), 39-45.

Module 5

A technology that I am interested in is YouTube. As previously, mentioned millennial students are accustomed to using technology to enhance their learning. Millennials view YouTube not only for entertainment purposes but to learn new skills and procedures. Educators that utilize and support services like YouTube and podcasting are allowing people to share and generate information with the rest of the word (Fleck, Beckman, Sterns & Hussey, 2014). YouTube videos, allow students to acquire new knowledge at their pace. Educators may choose to use YouTube videos to supplement class content or to demonstrate new concepts. For example, in nursing a teacher may decide to use a YouTube video to explore topics that students might not encounter during everyday clinical rotations (Fleck et al., 2014).

Some challenges to utilizing YouTube, include internet connection and obtaining credible information. The educator typically links a YouTube video in a PowerPoint, before showing the video the education must make sure that the link works and that the video has a quality picture and sound. According to Fleck et al., (2014), even though “showing videos better connects to digital natives and bridges the gaps with non-traditional students, faculty should ensure the relevancy and the learning potential of videos” (p. 26). The educator should make sure that the video will help the students meet learning objectives. Benefits of using Youtube includes supporting different learning styles of the students and incorporating technology that millennials students enjoy. Some students are visual learners, utilizing videos support that learning style. YouTube also makes learning accessible at any time. The students can access Youtube from their mobile devices at their convenience. In an article by Keskin and Metcalf (2011), they describe mobile learning as portable, ubiquitous and easily accessible and used by many people. It is apparent that YouTube enhances learning and teaching strategies.

I would use YouTube to help students learn new skills and procedures. YouTube videos can be used to demonstrate step-by- step procedures that help students learn to process information. Once the student has processed the information they can recall the information for future events. Authors Fleck et al., (2014), explain that the use of multimedia tools in the medical field increases student engagement and retention. Multimedia tools are also beneficial when students are required to retain large amounts of information. Students can refer to multimedia instructions as often as they like and at their pace. YouTube encourages students to take ownership of learning. I would sustain this technology by frequently reviewing videos on and making sure that the content is up to date. I would only select quality videos to present to my class. I would also make sure that the link works before attempting to show the class. It is also important to make sure that the internet works in the classroom so that I could access the video for the students. The use of YouTube helps address the diverse needs of learners by demonstrating step-by-procedures and explaining the rationale for nursing actions. In addition to using the videos available on YouTube, it is my goal someday to make a video and share the contents on YouTube.

References:

Fleck, B.K.B., Beckman, L.M., Sterns, J.L., & Hussey, H.D. (2014). YouTube in the classroom: Helpful tips and student perceptions. The Journal of Effective Teaching 14(3), 21-37.

Keskin, N.O., & Metcalf, D. (2011). The current perspectives, theories ad practices of mobile

learning. The Turkish Online Journal of Educational Technology 10(2), 202-208.

Module 4

     As previously mentioned most of my courses are taught face-to-face. Therefore, it is challenging to find ways to engage students. My goal is to implement more active learning strategies in the classroom. With the advancements in technology, educators can choose from a variety of tools. One technology tool that I would like to implement is a personal response system or clickers. Technological advances such as a personal response system can help teachers become innovative in the classroom. Clickers allow students to answer questions in class anonymously. Participating anonymously is beneficial because often students lack the self-confidence to engage in class (Morse, Ruggerieri & Whelan-Berry, 2010). Clickers have been known to increase student engagement, and attendance rates especially for large lecture hall classes (Cole & Kosc, 2010).  In addition to using the clicker to engage students. The clickers can also be used as a formative assessment tool. Authors Morse, Ruggieri, and Whelan-Berry (2010), explain that clickers can be used to assess student comprehension and provide feedback to both the student and instructor. The feedback can help the instructor further explain or clarify content.

     The benefits to using personal response systems include student engagement and peer collaboration. The teacher could use clickers in a quizzing game format. She could have students work in teams to answer the questions correctly. Many students enjoy games and competition. Boctor (2012) explains that games are one technique that can be used to increase student engagement and help students construct a deep meaning of concepts. The challenges to using a clicker include the cost of the device. In an article by Cole and Kosc (2010), the cost of a clicker can range from $35-$50. Another challenge is professional develop opportunities for faculty. Educators must know how to correctly format the questions and set up the personal response system in the classroom. As many nurse educators, try to transition to an active pedagogy one must consider innovative strategies such as clickers to engage students.

      My experience as a blogger. Initially, the challenge that I faced was setting up the blog. I had no previous knowledge or experience with blogging. However, after viewing a YouTube video, the process became easier. The other challenge is the time it takes to post. We all have several obligations between family, work, and school. At first, it seemed that it would be impossible to keep up with the blogging assignments. But somehow we are managing, and I look forward to blogging. The benefits of blogging are collaborating with my peers and learning a new technology. Blogging is an informal way to share experiences and resources with other educators. While initially, I was worried about blogging, it has been great learning a new technology that I could use in my courses or use to interact with other educators.

References

Boctor, L. (2012). Active learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13, 96-100.

Cole, S., & Kosc, G. (2010). Quit surfing and start “clicking”. One professor’s effort to combat he problems of teaching the U.S. survey in a large lecture hall. The History Teacher, 43(3), 397-410.

Morse, J., Ruggieri, M., & Whelan-Berry, K. (2010). Clicking our way to class discussion. American Journal of Business Education, 3(3), 99–108. Retrieved from the Walden Library databases.

Module 3

      Continuing with last week’s blog, a couple of other technologies that are available at Mercy College include Soft Chalk and Voice thread. Soft Chalk is a learning tool that makes content more interactive. The educator can use this tool to make interactive lessons or assessments. Soft Chalk also has a “cloud” that you can use to find lessons or assessments. Teachers can also use the cloud to store and share their content. Soft Chalk is compatible with most learning management systems (LMS). The other thing that I appreciate about soft chalk is that upon completion of any assessment, soft chalk grades and records the score into the grade book of the LMS. When Soft Chalk was first implemented in my online course, the students did struggle a bit with completing the assessment, but we found that the issues were due user error. I believe what has helped me the most with learning how to implement this technology are the webinars that are located on the website and our faculty resource page. Also, as I mentioned before our distance education provides monthly technology workshops. The topics of the seminars range from academic integrity, best practices, and innovative teaching strategies. Attending those workshops have been helpful because faculty can ask questions and interact with the technology.

      A second technology that I have utilized in my online courses is the Voice Thread. Voice Thread allows the teacher or the students to present a power point online with adding a voice and video. Each student in my online course has to complete a research project, and they use Voice Thread to share their findings. Each student posts the link to the presentation in the online discussion forum and then the students access the presentation. This technology has been beneficial because it gives the student the opportunity to complete a project and share their findings in the online environment. Many of the students that enroll in online classes do so for the convenience and accessibility, and Voice Thread helps maintain the convenience and access for the students. I would recommend that Mercy College continues to invest in products like Voice Thread and Soft chalk because they are interactive and student-centered.  I believe that having the distance education department offer monthly professional development opportunities for faculty, is crucial for improving online learning experiences. I have included several links below that discuss the different online tools available for educators. I also added websites that introduce Soft Chalk and Voice Thread.

References:

http://www.edudemic.com/best-web-tools/

https://www.noodle.com/articles/32-innovative-online-tools-to-use-in-2015

http://softchalk.com/

http://voicethread.com/

Module 2

     Mercy College of Ohio (MCO) is making strides to improve technology accessibility on campus. The five technologies that I have available include simulation, e-books, clickers, smart boards, and LMS (Desire to Learn platform). I am comfortable with using the Desire to Learn (D2L) platform for communicating with students in the virtual office or discussion boards. I also use D2L to post course materials such as syllabi, clinical schedules, recorded lectures, quizzes, and grades. As for simulation, we have a high-fidelity mannequin that we use each semester as a formative assessment, I have had some experience facilitating the scenarios, but I could improve in this area. I have used our smaller simulation models in the class to help students learn skills and practice assessment techniques. For example, we have simulators that we can use to identify lung sounds that students may encounter in the clinical setting. I have tried using the clickers to engage the students during class. However, some of the students did not purchase the clickers, so it was difficult to use clickers as a learning tool. E-books are new to our campus, but I am learning how to use this application. I need instruction on the smart boards.

     The students claimed the barrier to purchasing the clickers was the cost. One way to combat this issue is to have students download polling apps to their mobile devices. This will allow students to participate still in class. I believe that using clickers or polling apps are a good way to assess student learning. In an article by Boctor, she notes that quiz-style games such as using the clickers benefit instructors as a formative assessment tool (Boctor, 2012). Also, many students enjoy games and competition. Boctor (2012) explains that games are one technique that can be used to increase student engagement and help students construct a deep meaning of concepts. The smartboard is new to the MCO campus, and they are not available in every classroom. Therefore, only a few instructors have received training. With the addition of concept-based curriculum, the nursing faculty has implemented the use of e-books. One of the reasons for this change is help decrease cost. According to Kissinger (2013), higher education institutions are considering the move to using electronic textbooks and materials as a way to cut costs and to improve student accessibility to an affordable education. The e-books offer several other teaching strategies such as case studies and adaptive quizzing. I need further instruction on the adaptive quizzing strategy.

       Professional development for the e-books has included webinars and one face-to-face workshop. The workshop was offered before the implementation of the product. Therefore, it was difficult to retain the information. Since transitioning to the concept-based curriculum, I have communicated with the instructional designers and educators of the product for additional help. As for the smart boards, I have not heard of any opportunities for professional development it is my hope that, as we implement more smart boards in the classroom, that MCO will bring in more resources. In regards to simulation, I have attended several conferences on how to assess and implement simulation as a teaching strategy. However, when it comes to using a specific piece of technology usually, the manufacturers come to campus to assist the faculty. I recommend that the college provides its faculty with more professional development opportunities. Webinars are great a learning tool, but many of these technologies need a hands-on demonstration.

References:

Boctor, L. (2012). Active learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13, 96-100.

Kissinger, J. S. (2013). The social & mobile learning experiences of students using mobile e- books. Journal of Asynchronous Learning Networks, 17(1), 153-169.