Why Teach it When You Can Just GOOGLE it?!?

“Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught.” 
— Oscar Wilde

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In this week’s debate in my EdTech ECI830 class, the topic was about whether schools should continue to teach information that could be Googled.  While both groups brought to light the importance of a teacher to guide thinking, I think that there was great support for a shift in how education in Canada is delivered. We need to change traditional learning, of the teacher being the knowledge keepers, to teachers being more of a facilitator of learning. More practical skills to build the knowledge. More meaningful learning…more meaningful from the students perspective and not being told the information is meaningful. Sounds easy right?

There were so many great learning moments for me in this week’s #eci830 class that made me stop, think, reflect and rethink critically.

I found one of this week’s readings, ‘The Objective of Education is Learning, Not teaching‘ very interesting and profound to what we were talking about in class.  Traditional education focuses on teaching, not learning…..The article states,“It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.”

This paragraph makes total sense to me. This is what learning is and this is how learning is happening. It leaves me to think, why is our school system not shifting in how education in Canada is delivered? or maybe it has and we are not giving it enough credit?!?

Image result for critical thinking nursingI think that teachers are evolving from a “keepers of knowledge” as Shelly discussed in class this week to more of a “facilitator of knowledge”.  Being a nursing education instructor, this is primarily what we do. We facilitate adult learning. We can not possible teach nursing students everything they need to know about everything. Critical thinking is a process that lets your brain do more for you as you make decisions and solve problems. This is nursing! Our students need to be resources and know where to find the information and to think critically. This application results in higher quality and faster problem solving, decision making and innovation. Clinical skills in nursing are obviously important, but critical thinking is at the core of being a good nurse. The nursing process is way in which we as nurses try to thinking and give care. The nursing process is a scientific method used by nurses to ensure the quality of patient care. This approach can be broken down into five separate steps.

Google has a vast amount information, which is the composition of millions and millions of experts and “so-called experts”. In nursing we are continuously teaching what resources are reliable, creditable, evidence based best practices and research driven. The article posted this week called, “Teaching Students Better Online Research Skills” reinforces this importance. All of this information can be found online for our students to access. However, this does not make us, as nursing educators, indispensable. Our role as educators needs to continue to evolve to empower and guide students to use the information at their fingertips in a professional, accountable, positive manner to build and enhance current knowledge.

I came across Shelly’s blog this week. Within her blog I read the article she posted about called, “The Changing Roles of Teachers: What Research Indicates. Part I of II.” This article really resonated and made me reflect as a nursing educator and how I am helping prepare nursing students for the 21 century. This article spoke about the “aim of 21st century teaching as the development of knowledge, higher-order skills (such as the 4Cs of creativity, critical thinking, communication, collaboration), and character, as well as the establishment of lifelong learning habits and an ability to learn how-to-learn with technology as the central roles in the new picture of teacher effectiveness.” Moreover, Partnership for 21st Century Learning, stated that the role of teachers is changing to be:1) a planner for 21st century careers, 2) an instructor for different ways of learning, 3) a technology designer for learning. It is becoming imperative to integrate the teaching of information literacy and technology skills into to regular curriculum (Chu, Tse, & Chow, 2011). Such skills are essential for effective functioning in today’s knowledge society. Effective integration of technology into the classroom depends on teachers who have the knowledge of how to use technology to meet instructional goals.

Overall, I think both sides of the debate made many convincing points that really got me thinking about the potential for changing our mindset around what and how I teach in nursing education.  As many have said within their blog posts as well as during the debate, times are changing and the skills that children, young adults and adult learners need moving forward are not the same as the ones they needed when we were starting their education. How can we make sure everyone is playing their part in this? Teachers do NOT have to do this alone. From the points of the agree side- they mentioned several times that things are moving at a ever changing speed. We are educators need to keep up and show students how to access this important information so they can keep up moving forward.

So what I am saying is, I think “googling it” helps me teach and aids my students growth and learning. At the end of the day, we want our students to “learn”. However that looks. I believe technology, google and online tools are strengthening education as well as nursing education and are preparing students for this fast paced, ever growing “real world”.

In closing, Alec said something that really suck with me this week and I believe is key and pulls this debate topic together for me, you can do it right both ways, you just have to use it RIGHT… but you have to do it well.”

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Technology Enhance Learning! Or does it?

Andre Francois

There are two sides to this coin!

Does technology enhance or not enhance learning, is a complicated and convoluted question.  We live in a fast paced and ever growing day and age of technology. Personally, I don’t think this will slow down anytime soon, or even ever. As adult educators, it is our responsibility to teach and that includes technology. Technology is growing at a rapid pace in the health sciences and medical world as well. As a nursing educator with the SCBScN program, I feel it is critical to continue to grow students and integrate technology into our curriculum in every shape and form to enhance nursing education.

In this week’s EC&I 830 class our debate topic was; Technology in the classroom enhances learning. I would say I would have to agreed, that technology enhances learning. Kristen, Jana, and Katie did a great job at defending their side of the debate. However, I can also identify with some of the points Wendy, Kyla, and Amy C. discussed on the disagree side of things as well. I have highlighted a couple points that stood out to me that were argued as well as what was within the readings for this week.

Cons of Technology Pros of Technology 
  1. Technology is distracting
  2. Impacts social skills

IIII COMMUNICATION: TECHNOLOGY, DISTRACTION & STUDENT PERFORMANCE

  1. Helps engage students
  2. Provides opportunities to all kinds of learners (can include everyone)

6 PROS & CONS OF TECHNOLOGY IN THE CLASSROOM IN 2018

I think one point that stood out for me from the debate was when they said technology enhances learning by moving from teacher-centred learning to student-centred learning. I would have to agree with this. Most recently I personally took a classroom and lab based class (Pharmacology) and turned it into a blended learning style. Historically, we were hearing students say that they needed more hands on practice as well as more time to learn this content. Getting more classroom and lab time was not going to be an option. Therefore, I felt a blended learning approach would be best.

The existing course comprised of a print course manual that was disjointed from the online course. I set out to transform the course for the May 2018 offering into a coordinated lab experience whereby students would have clear expectations on how to prepare for lab, and what to do during lab and post lab to enhance their learning. I wanted the course to be engaging, fun and user-friendly while using technology to my advantage. The course manual and previous lab elements were converted to “e-Books” on Moodle. This meant students would have a streamlined navigation system to easily find what they needed. I sequenced the content into learning chunks and adapted previous exercises from print based to online interactives. I used H5P interactive, an innovative technology which creates HTML5 

exercises that are mobile-friendly and provide immediate feedback to the learner.  Every lab contains a variety of interactives, including question quiz set, interactive video, and hotspot activities.

After doing all that, how can I not agree that technology enhances learning!

 

In addition to supporting why I think technology enhances learning, Saskatchewan Polytechnic issued a article discussing “Bring surgery to life through virtual reality With the help of advanced technology, student will now be able to get a close up look into an operating room, without having to leave the classroom! AMAZING!

With every great thing there come downsides. I do support technology in the classroom but I think there needs to be perimeters. Every student (no matter the age) need rules that they have to follow. Moreover, it is critical that there is implementation of a digital citizenship across the life span. Yes, even at the university level and within the workplace. This is something that needs to start before kids begin school. Students need to understand how to use technology appropriately.  It is a must that we teach our students to be come positive digital citizens!

I liked the SAMR visual because it is a model that supports, teachers, and helps to understand the integration of technology. This idea was made known by Dr. Ruben Puentedura. It shows a progression that adopters of educational technology often follow as they progress through teaching and
learning with technology. It is a framework through which teachers can assess and evaluate the technology used in the classroom. As teachers move along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning. Below I have included a short YouTube video done by Dr. Ruben Puentedura.

 

During the discussion, I really liked a point that Amy Snider made when she stated that “pencils and sharpeners were once new technology”. Can you imagine!?! Do kids even know what that is anymore? This really put things into perspective for me.

Overall, I think that I am on the “agree” side of this debate, and would say technology enhances learning in the classroom. After this weeks debate, class discussions and the readings, I would have to say there is a lot to think about and consider in our classrooms and how we are using technology to enhance teaching and learning! Looking forward to the next debate!

Rewind and Reflect…

This final blog post was jointly written by Twana, Melinda and Stephanie.

Start of the tracks

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Welcome to our final blog post. The  journey of creating our “Medical Terminology Course Prototype” over the last few months could be described in a variety ways. It was a journey that included  learning, challenges and at times frustration. Other days were filled with optimism, brainstorming, creativity, team building and collegiality. 

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Medical Terminology for the Pre-Nursing student was a course that our group decided to develop to foster success for students entering any general nursing program. Each of us as nursing instructors have seen deficiencies among our various nursing programs regarding this content.  Due to the ever expanding and complex knowledge requirements that nursing students require, they are  provided with minimal curriculum hours that specifically address medical terminology. Medical terminology, in most nursing programs, is delivered to students over a few short hours where students are introduced to the basic components of the medical language. From there it is the expectation that students Image result for nursing puzzledbecome fluent in the medical language as an adjunct of other courses and clinical experiences. The ability to learn medical terminology is difficult and at times confusing due to the fact that many medical terms are based on Latin, a language that most are unfamiliar with.     Picture Source

Throughout the course semester each of us has blogged about our decision to develop such a course and our individual experience with students and their difficulties with the Image result for positive learningmedical language. Further to that discussion our blog posts describe in detail our process of choosing Canvas as our LMS. We underwent numerous growing pains and a steep learning curve on this journey but in the end, we are very proud and confident that our course prototype, after a bit of tweaking based on our peers reviews, could assist nursing students in the attainment of a firm introduction to medical terminology.  Picture Source

In the first few weeks and planning phase, we trialled various learning management systems including, Moodle, Brightspace and Canvas.

Image result for winner isFinally, as a team, we jointly decided on Canvas as the LMS for our prototype. Through each of our past blog posts over the course of the semester we discuss the reason why we chose Canvas but ultimately it was because  we found it to be the most user friendly of the three LMS systems and wanted to try something that none of us had worked with before. Although some of you as peers blogged about the annoyance of the phone calls from Canvas, we found the support to be exceptional. If we had a question during the project we would email or call and get a response within 24 hours. The “help”Image result for Help link was great and often times watching a quick video would get us up and running if we ran into a glitch. We did find the loading times slow for our content within our modules and perhaps the LMS was not as functional on a smartphone as a computer but overall we would recommend it to others.

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We showcased our learning by incorporating a variety of technological tools discussed throughout the semester for our module teaching content. We incorporated flipgrid for
Image result for hold onintroductions to give students a voice and used assessment tools built into the LMS such as quizzes to demonstrate the functions available within the LMS.
Although we thought our prototype was ready to go live we found through constructive peer feedback some things we would change and fix before we would make this happen.                  Picture Source

 

 

 

First off we want to thank those peers that took the time to provide our group with such thorough and constructive feedback in regards to our course prototype. It was nice to hear Image result for Thank youthat our course was user friendly, easy to navigate  and specific to the targeted audience. We appreciated that our viewers found our activities both engaging and student centered. Here are some of the minor things that we would change.

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One specific comment that was mentioned in regards to our prototype was that it may be nice to provide users more opportunities to interact and ask questions in a more informal manner, such as through the use of discussion forums. This is a great point, and something that our team did contemplate. We decided against the idea of open and informal discussion forums as our course is asynchronous in nature. After receiving this feedback our group revisited this discussion. We have concluded that an informal Image result for student centered onlinediscussion forum might be a nice component to add to our course to foster a feeling of community among the students. Because this course is designed to be taken before students commence their nursing program, one can assume that many of the students registered in this course will eventually be  taking their full-time nursing program together. By allowing students to potentially gain a sense of community and develop relationships prior to actually starting in their course could only foster success and develop a potential peer support system.

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Other useful and appreciated feedback was in regards to appearance and ensuring that text size and audio was user friendly. Ensuring text size is at an appropriate size and that screens can be maximised are important pieces of information that would defiantly be addressed if our course were to go live. Furthermore, ensuring audio presentation was delivered in an appropriate form such as screencastify was helpful.

Another thing that we now realize that we could have done a better was explaining our Image result for whyrationale as to why we picked our LMS. Each of us had  blogged about this point as to explain as to why we picked Canvas and therefore did not include the rationale in our course syllabus. Here are the links to our past blog posts that describe each of our thoughts and rationals: Twana, Melinda and Stephanie.

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We also now realize we could have included additional resources and specific information on our course profile for EAL and Indigenous students that may be enrolled in our course. We did make the assumption that students would have English proficiency and good academic standing in order to be accepted into the nursing programs but did not recognize this within the profile. We would also include some discussion on socioeconomic and cultural considerations as this is something that we did not include. This was consistent feedback and will definitely be taken into consideration.

We appreciated the feedback that recognized the components that were showcased in Image result for appreciated the feedback our ECI 834 learning and the various tools incorporated within our three modules such as screencastify with google slides, adobe spark and voice over PowerPoint. We attempted to demonstrate our knowledge and the functionality of Canvas by using assessment tools (i.e. quizzes) built into the LMS as well as various other tools which increased student interaction prior to implementing our course.  Picture Source

 

Part of the blog prompt for this week was to include our course profile. Within our course prototype we called this the “syllabus”. We have included what we had in our course below.

EC&I 834: Medical Terminology
Saskatchewan Polytechnic
Spring Semester 2017
Online Course – Asynchronous
Instructors: Stephanie Grand, Melinda Pelletier & Twana White
Email: SMTmedicalterminology@gmail.com

Stephanie Grand

Office: Parkway  Rm.252

Twitter:@stephgrand1

More @: Stephanie.grand@saskpolytech.ca

Melinda Pelletier

Office: Parkway Rm. 200.10

Twitter: @sauvepelletier

More @: Melinda.pelletier@saskpolytech.ca

Twana White

Office: Wascana  Rm.731.2

Twitter: @twanalw

More @: Twana.white@saskpolytech.ca

Video conferencing will be available to students every Wednesday from 7pm-8pm Central time. Facilitator will be available for questions and any assistance you may need with the course. Please join the conference at this time if you so wish!!

1.0 Course Description and Objectives

1.1 Course Description

This online course examines introductory medical terminology to pre- nursing students entering a nursing education program.

This 8 week mandatory non-credit course will be offered through asynchronous online facilitation upon acceptance and prior to beginning a Saskatchewan Polytechnic Nursing Education Program.

Passing grade: 50%

1.2 Course Objectives

This online course will focus on three modules:

  • Describing structure of medical terms
  • Identifying accepted abbreviations of medical terms
  • Exploring body positions and planes

2.0 Resource Materials

Chabner, D. (2015). Medical terminology: A short course (7th ed.). St. Louis, MO: W. B. Saunders.

3.0 Special Needs

It is the responsibility of students who  may have a disability, injury or illness and feel they  require academic accommodation to contact course facilitators following contact and assessment with Saskatchewan Polytechnic Learning Services at (306) 775- 7436

3.1 Attendance and Punctuality

This 8 week asynchronous online course allows the learner the flexibility and freedom  to self schedule their learning. Although learners can migrate through the course content at their own pace, we have included a weekly schedule to demonstrate the time most students require to complete each module successfully.

4.0 Assignments

Assignment #1-Module 1.5 (30%)- Multiple Choice Evaluative Quiz

Assignment #2-Module 2.5 (30%)- Multiple Choice Evaluative Quiz

Assignment #3-Module 3.5 (35%)- Describe and document the wound or identified area of images.

Assignment #4- Participation (5%)- Discussion participation   

5.0 Saskatchewan Polytechnic Policies

Policies and procedures have been developed to fulfil the vision, values and mandate of the organization and include the following series, academic, advancement and alumni, facilities, finance, general administration, health and safety, human resources, information management, international, materials management, research and scholarly activity, and student services.

An annual policy notification process is in place to meet the organisation’s obligations to ensure employee and students are aware of their individual rights and responsibilities related to Saskatchewan Polytechnic Policies. This notification appears annually at the start of each school year. When you log into your Saskatchewan Polytechnic user account, an online annual policy notification screen will appear and you will be required to electronically acknowledge receipt of the notification.

Please read and refer to Saskatchewan Polytechnic policies to help guide your experiences while you are a student in the Pre-Nursing Medical Terminology course.

For more information and a complete list of Saskatchewan Polytechnic policies and procedures, please visit the schedule and Saskatchewan Polytechnic website  (Links to an external site.)at and look for “Policies and Procedures” under the section titled “About–> About us–> Policies”

6.0 Weekly Schedule

Week       Content               Assignments and Readings   
Week 1    Introduction
  • Complete your Canvas profile
  • Complete Discussion Post #1
  • Readings for Module One
Week 2    Module One
  • Compete instruction online video provided
  • Complete learning activity
Week 3
  • Submit Module One evaluative tool
  • Complete Discussion Post #2
  • Readings for Module number two
Week 4    Module Two
  • Complete instruction online video provided
  • Complete learning activity
Week 5
  • Submit Module Two evaluative tool
  • Readings for Module number three
Week 6    Module Three
  • Complete instruction online video provided
  • Complete learning activity
Week 7
  • Submit Module Three evaluative tool
  • Complete Discussion Post #3
Week 8
  • Submit final project
  • Complete online course evaluation

7.0 Online success strategies

Top 5 strategies for success in online learning:

  1. Devote consistent blocks of time to the class
  2. Communicate regularly with the professor
  3. Engage with your classmates
  4. Begin your work early
  5. Remember that online classes vary greatly

If you would like to access our course in full detail, here are the directions to do so.
Click here
User name/log in:
eci834student@gmail.com
Password:
student123

Although we can not respond to all the feedback from all reviews, we have read and considered it all in detail. Unfortunately it was challenging to recognize all feedback when Image result for grow and learnsome of the feedback was evaluative and judgemental in nature. We are grateful to the peers that looked at this exercise as an opportunity to assist colleagues to grow and learn from each other. To those peers that felt this was an opportunity to be overly critical and analyze every small detail our course prototype we choose to respectfully decline your feedback and not respond in detail at this time.

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Once again, we want to thank everyone for the honest and constructive feedback. If we Image result for constructive feedbackwere to go live with our prototype we feel all of the feedback provided would prove to be very useful and ultimately facilitate the student and their success.

 

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Summary of Learning…It’s been an amazing journey

Photo Credit: craigCloutier Flickr via Compfight cc

It’s been a real journey taking my first EC&I class ever. I have learnt so much along the way from everyone in this class and I thank you for that!

To showcase my summary of learning, I have chosen to do this project with Twana and Stephanie. No surprise I know! They have been the best to work with and could not ask for better partners. We have been their and guided each-other along this learning journey…even if it felt like the blind was leading the blind at times!

Photo Credit: sepyle86 Flickr via Compfight cc

Please click here to view our final learning summary! Hope you enjoy it! We had a lot of fun making it and are very proud of how this turned out!

Photo Credit: phxcc Flickr via Compfight cc

Thanks to Alec and Katia for great semester. Again thanks to all of my classmates and colleagues who have made the semester so meaningful to my learning. The collaboration and sharing is greatly appreciated!

I can see the light…

I can see the light at the end of the tunnel! 

Photo Credit: eltpics Flickr via Compfight cc

As the weeks have passed my group (Stephanie and Twana) and I have been working away at making our medical terminology course prototype. I have blogged about this in several other posts along the way and feel we have kept a steady pace to get this done.
As this week fasted approached, we are in the final stages of tweaking and editing.  As Nancy has mentioned in her blog, I can also relate as I may have started to lose energy, interest, or both. This could be because life can get in the way at times. However, I have found this assignment practical and very relevant. 

Photo Credit: eric731 Flickr via Compfight cc

Since the first week of this assignment, when I initially posted of our plans, I thought I had a handle on how I wanted this prototype to look. I wanted to make this a project that would be meaningful for my learning but also meaningful in my day to day work. However, after learning about the different platforms and finding the one that would work best for us, we modified our plans from moodle to canvas. The three of us have blog posts that explains our reasons for this decision (Melinda’s, Twana’s and Stephanie’s). Moreover, I wanted to use moodle because it is the LMS platform that we use in my job. I thought creating this assignment within that platform would be most valuable and transferable. However, we found it difficult to navigate and the mission was aborted. Below is my powtoon clip that I had so much fun creating to announce we had decided to change our minds.

This was the first of many decisions that required changes along the way. We attempted to try many different tools and strategies to produce the course we all envisioned. As I
Image result for change of planshave said, we are in the final stages of tweaking and editing and feel we have reached our goal, vision and intent of this assignment.

 

 

 

 

 

Just as Liz has mentioned in her blog this week, the beginning of a longer final countdown is on. Our final learning summaries are fast approaching as well. I am fortunate to also be working with Twana and Stephanie on this as well. I am ever so grateful for Twana’s organization and planning ahead, because we also started thinking and working on this at an early stage. We are planning a group meeting this weekend to finalize our ideas and start to put this plan into action. We as a group are excited to produce and focus more on a great final learning summary now. I have heard so much about this assignment and have even watch many amazing ones produced by my peers. The pressure is on for sure!

pressure

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What are you plans for your summary of learning? Have you thought about it? Any tips or tricks for the new kid on the block? Should New Kids on the Block be part of my learning summary? Here is a hint to what we might be up to for our learning summary!!

Starting with the [WO]man in the mirror

This weeks blog post was done on adobe spark. Please check it out! Click here

This week’s blog post was fun however, totally out of my element. Online learning has always been out of my element. Therefore, this week I took on my own personal challenge and got out of my comfort zone.

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I have found Adobe Spark to be pretty easy and fun to use. You can easily upload to Facebook, Instagram, Twitter or just use it as a photo editor.

Image result for ProsPros

  • Easy to use
  • Free
  • A tool for everyone
  • No download or install
  • High quality end result
  • 300,000 royalty free images to use

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Image result for consCons

  • Need a up to date computer to use the video feature
  • No back or undo option
  • Mobile is only available for Iphone

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I hope you find a few minutes to check out Adobe Spark, it really was so much fun!

Moodle Mission has been aborted

 

I need to start this week’s blog post by saying that our plan of using Moodle as our LMS (Learning management system) was a failed mission. When Alec, Katie and everyone else said Moodle was not user friendly they were not kidding. We should have just listened. However, being the stubborn nurses that we are, we thought we would be up for the challenge.Challenge

Photo Credit: Varsha Priya Flickr via Compfight cc

 

 

Like I mentioned in last week’s blog, we were going to use Moodle as our platform because I use URcourses with my employment . Those reasons were not good enough to keep us wanting to us Moddle after we started to attempt to navigate it. After researching Moodle and being frustrated we started to shift gears and started researching more on Canvas. This was a much easier LMS to use. It was a no brainier that we needed to switch. It is always nice to learn something completely different anyways.

In this weeks EC&I class we discussed several different content creation tools. I found it amazing to hear about all the tools that are out there (and for free for the most part). Every single tools almost was new to me. I could not wait to get out there and start playing around with them all.
Photo Credit: benhosg Flickr via Compfight cc

Being new to the teaching role and technology world, I quickly become overwhelmed but yet completely fascinated with what I was doing. I was not able to use them all however, I did starting looking at many of them. Within this blog post you can see tools from Powtoon and imovieIt was so much fun playing around on them. Easy to use and very easy for anyone that is a beginner like me.

I have looked at a few other classmates blogs – Stephanie and Carla, and look forward to checking out many more tools like EDpuzzle and Adobe spark.

Believe me when I say that this was a big step for me. It might not seem big for many of you that are already using these tools. My clips in this weeks blog took my hours to create.


Photo Credit: Paul L Dineen Flickr via Compfight cc

I do not use technology to the extent that is out there. How do you keep up with this ever changing world of technology? I guess one could say, don’t get behind is a good start! I am not to far behind to learn.

Photo Credit: ale_borba Flickr via Compfight cc

 

 

 

 

I have always had my “tech savvy” husband that put together family pictures and videos. No excuses anymore. I will be creating our homemade family movies in an even better way now.

Here’s my first attempt. Meet my pride and job, Jayla!

Have you used imovie before? What way have you been able to incorporate this into the classroom? Do your students use it?