Rewind and Reflect…

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

Start of the tracks


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

Stephanie Grand

Office: Parkway  Rm.252


More @:

Melinda Pelletier

Office: Parkway Rm. 200.10

Twitter: @sauvepelletier

More @:

Twana White

Office: Wascana  Rm.731.2

Twitter: @twanalw

More @:

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:

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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KEEP CALM we’re making progress

Hello everyone and welcome back. Here’s to another blog.

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Over the break my group and I worked hard on trying to get our prototype assignment off the ground. I believe that we were successful in going this and are very happy with the progress we have made.

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Well this week’s blog prompt has got me thinking. We did not think much about student interacting with other classmates/students nor the teacher really. I stopped and asked myself why we didn’t think much about this? From my personal experience (aside from this course) I have only take one other online course. The course was highly self directed,
dry and asynchronous. I had no direct contact or interactions with other students in the course and required very minimal from the teacher. I hated every minute of that course and could not wait for it to be done. So now, I ask myself, why was my prototype heading in that direction. YIKES!

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Alec said something in class this week that resonated with me. It was something along the lines of, if you wouldn’t want to sit and learn in your own class, why would you teach it like that? Great point! That is when (also the blog prompt) I knew we had to add more to our prototype to make it more interactive; attempt create a “community” within our course prototype. How, you might ask? Great question!

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A little about our course prototype first.

As I have started to mention in previous blogs, our prototype is an online course that examines introductory medical terminology for pre- nursing students entering a nursing education program. It is 8 weeks in length and is mandatory upon being acceptanced and prior to beginning a Saskatchewan Polytechnic Nursing Education Program. This course is a non-credit course that will be offered through asynchronous online facilitation.Image result for medical terminology Our online course will focus on three modules: Describing structure of medical terms, identifying accepted abbreviations of medical terms and exploring body positions and planes.


Getting back to the blog prompt, what forms of student/student-instructor interactions will we implement in your course prototype? After reading Mastering Online Discussion Board Facilitation from this weeks required readings, it gave me a better understanding as to why we should incorporate this into our course.

Benefits of Using Online Discussion Boards

  •  Builds class community by promoting discussion on course topics
  •  Allows time for in-depth reflection- students have more time to reflect, research & compose their thoughts before participating in the discussion
  •  Facilitates learning by allowing students to view & to respond to the work of others
  •  Develops thinking & writing skills
  •  Allows guest experts to participate in the course by posting information & responding to questions

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After taking this reading and the benefits of online discussions boards into consideration, we have added an online discussion forum to our prototype. flip-pngWe thought an icebreaker/introductions would be most logical and a valuable way to start the discussions off. We worked together on creating an flipgrid for this idea. click here to check it out.

Our second discussion post is about, describing a time in your life when you have experienced a situation in which you were spoken to using terminology you didn’t understand. Explain how you felt? Did your lack of understanding result in a poor outcome? How would of things ended differently if you were familiar with the terminology?  We thought that an open discussion forum would be of value. Students can hear from one and other and their stories/experiences to understand why medical terminology is important to learn not only for nursing but everyday life. Image result for critical thinkingThis online discussion would demonstration key concepts of medical terminology, build community, give opportunity for self reflection and the aim would be to facilitate student leadership and critical thinking.


Zoom, email, and the telephone were all communication tools that we were going to offer to our students for ways of communicating with us. We are going to be available via zoom at prearranged times every week.

We are in the early stages of incorporating this idea of classmate interactions into our course prototype. However, I look forward to putting more thought and creativity into this area of teaching and learning. I have found  Mastering Online Discussion Board Facilitation reading helpful and valuable in this area of building my prototype. I am glad that this week’s class discussion and blog prompt helped me in realising this area of neglect. 

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I look forward to working more on this course prototype with Twana and Stephanie

We welcome your feedback. Being that our course is 8 weeks in length and that it is an online asynchronous course, how much interaction is too much? how little is not enough? How can we find the balance for adult learners in post secondary education?

Thank you for reading and have a great week!

“itis” of the WHAT? Come again?

Guess who’s back?

Melinda’s back! Back again! Back for the second class of #ECI834. I must confess, I was also a parking lot dropout with Twana last semester for ECI 833. I didn’t drop the class because it seemed too hard or that the content was way over my head. OK, just a little over my head. However, I dropped it because I knew I would want to try and learn it all and take it all in. The thought of taking two classes and having a work, grad student, and life balance, would be next to impossible to actually obtain. So parking lot dropout I was.

Photo Credit: Sepehr Ehsani Flickr via Compfight cc

In this week’s blog post I would like to introduce and discuss my online and blended course prototype development assignment for my #ECI834 class. Stephanie, Twana and I will be working on this project together as we all work within the school of nursing with Saskatchewan Polytechnic. While the three of us were discussing this assignment we wanted to pick a topic that not only was interesting for us but also something that could be brought back to aid students and the nursing program overall. As we were brainstorming for topics in nursing, we discussed how students always struggle with medical terminology.

Nursing textbooks

What is medical terminology? Every profession has its jargon, a specialized language that allows for quick and efficient communication between members of the same profession while attempting to minimize misunderstandings. It is in everyone’s interest to be an insider when it comes to medical terminology Being familiar with medical words makes your visit to the doctor less intimidating and, more importantly, enables you to make clearer decisions about your health along side your doctor.

Medical terminology is a specialized language used by health care practitioners including nursing. Just like a foreign language, it has its own vocabulary and ways of stringing together words in an understandable matter for everyone format. But, unlike a foreign language, you come across medical terminology every day in magazines and newspapers with articles about new drugs, diets, new medical treatments and on television shows like Grey’s Anatomy.

As you can tell from this short YouTube video, that medical terminology would be hard to understand and verbalize without some type of training and understanding. This is why we have decided to do our assignment on medical terminology for nursing students.

We are yet to finalize if our prototype development assignment will be an online and/or blended course. We are in the early stages of developing this medical terminology
course and hope to gain more knowledge about online and blended courses to aid in our decision moving forward.

Photo Credit: giulia.forsythe Flickr via Compfight cc

If anyone has any thoughts on online versus blended learning for a medical terminology course from their perspective, we would love to hear from you!





Introduction and goals for EC&I 834

My name is Melinda Pelletier and this is my first EC&I Technology class with Alec or Katia. I am a registered nurse (RN) and instructor with Saskatchewan Polytechnic in the Saskatchewan Collaborative Bachelor of Science in Nursing program (SCBScN) since 2015.  Prior to my career change in 2015 the majority of my time as a RN has been in an acute care setting at the General hospital (RGH).  I still work casual on the Cardiac Surveillance unit at the RGH. I love being a nurse and now nursing educator. This will be my fifth class towards my master’s degree.

In my spare time (what spare time?), I enjoy spending time with my family and friends. Also, “creeping” Facebook and playing ladies softball. My two and a half year old daughter is my pride and joy!


As you can tell I’m a beginner to the technology world. Well I guess not “new” completely new. It’s not like I don’t have a cellphone and still use dial up internet. But I have never found myself to be tech savvy.  Oh wait a minute, I use Facebook a lot does that count?

Technology and online learning has always scared me away from ever taking an online class now and in my undergrad classes. But here I am. Wish me luck!

Some Goals for myself this semester:

  1. Get a better feel for what online teaching and learning looks like.
  2. Use twitter once a day (in some shape or form)
  3. Get new ideas from other students in the class. (After the first class I can tell this will not be an issue).
  4. Learn about new tools that could be used in the classroom or online teaching

Photo Credit: mdcaptures Flickr via Compfight cc

I am almost shocked that I was able to make it this far and be able to successfully post my first blog. Maybe I shouldn’t count my chickens before they hatch because who knows what can go wrong between now (me writing this) and it actually being posted to where it supposed to be.

Chicken hatching
Photo Credit: henna lion Flickr via Compfight cc