Blog 5
Wow, where has the time gone. As I look back at what I have learned over the past 12 weeks, I am amazed at the technology available and more amazed that I am beginning to use such technology. In Bonk & Zhang chapter 6, Activities for Phase 3: Visual learners, I think the creativity of the instructor/facilitator of the online learning community will make the difference in the retention and learning that takes place. As a visual learner myself, I found chapters 6 & 7 of interest. I will use visual tours, models, maps and pictures as visual cues for learning. Maybe that is why I like concept maps. When reading text, we must visualize the concept in our minds in order to comprehend its meaning. As I teach mental health this semester, I encourage my students to study more and harder because abstract concepts are harder to grasp than concrete concepts. As we read the word 'house', we can visualize a picture of a house in our minds, but when we read the word 'spirituality' we have a difficult time comprehending what that term means.
In chapter 7, some of the activities mentioned for the visual learner is videoclips or animation can be replayed and compared as we enter into the next phase of the R2D2 model of hands-on-learners. Simulation is an area of interest to me as I plan to incorporate this into my VLC. I think teaching nursing, I must make it as real as possible for the student to comprehend what it will be like as a practicing nurse in real life. The simulations of real case scenarios will increase critical thinking, judgment, decision making and evaluation. I must determine competency in these important areas of clinical practice prior to the clinical setting.
Friday, April 17, 2009
Friday, April 3, 2009
BLOG 4 - Week 10
This week assigned readings from Morrison, Ross & Kemp (2007) from chapters 4-7 have made this Design project come to life.
In chapter four, the reading kind of overwhelmed me but after digging in it the realization of the analysis of the problem or need. As I think about my online learning community for this design project, what is the need for my profession? The content identified is used to identify the objectives. This is where my interest was peaked.
In chapter 5, the most valuable tool for educators. As a new nursing educator, I wish I knew this information two years ago, then objectives would not have been so abstract and complicated. The list of verbs on page 111 for cognitive domain is a great resource I will use and share with my colleagues. I think an important component I learned from this chapter is that objectives are important for both the learner and the instructor. The learner knows the expectations and helps guide their studies and the objectives guide the instructor to plan the presentation of the information and how it will be measured according to the test. Wow, what an insight I have learned this week.
In Chapter 6, after the problem or need has been identified and the objectives have been written, then we must design the instruction for proper presentation by sequencing. This is where as a nursing instructor we typically use the task expertise sequencing. We proceed from simple to complex tasks. This is how I will begin to design my online learning community based course.
Chapter 7 is where the most crucial step of this process is taken, the design or instructional strategies. The steps are:
1.review each objective and determine in which cell it best fits in the performance-content matrix
2. refer to the appropriate table of prescriptions and select an initial and generative strategy
3. develop the instruction, which consists of the initial presentation and the generative strategy.
I will have to confess that I have not always constructed the presentation ahead of time, I usually go with the flow of how it feels. I have definitely learned a lot from this weeks readings!
Oh, by the way, I think I will use the task analysis of making a peanut butter and jelly sandwich next year when I begin to introduce concept maps/care plans showing the importance of specific instruction for their interventions. Wow, what a week!
In chapter four, the reading kind of overwhelmed me but after digging in it the realization of the analysis of the problem or need. As I think about my online learning community for this design project, what is the need for my profession? The content identified is used to identify the objectives. This is where my interest was peaked.
In chapter 5, the most valuable tool for educators. As a new nursing educator, I wish I knew this information two years ago, then objectives would not have been so abstract and complicated. The list of verbs on page 111 for cognitive domain is a great resource I will use and share with my colleagues. I think an important component I learned from this chapter is that objectives are important for both the learner and the instructor. The learner knows the expectations and helps guide their studies and the objectives guide the instructor to plan the presentation of the information and how it will be measured according to the test. Wow, what an insight I have learned this week.
In Chapter 6, after the problem or need has been identified and the objectives have been written, then we must design the instruction for proper presentation by sequencing. This is where as a nursing instructor we typically use the task expertise sequencing. We proceed from simple to complex tasks. This is how I will begin to design my online learning community based course.
Chapter 7 is where the most crucial step of this process is taken, the design or instructional strategies. The steps are:
1.review each objective and determine in which cell it best fits in the performance-content matrix
2. refer to the appropriate table of prescriptions and select an initial and generative strategy
3. develop the instruction, which consists of the initial presentation and the generative strategy.
I will have to confess that I have not always constructed the presentation ahead of time, I usually go with the flow of how it feels. I have definitely learned a lot from this weeks readings!
Oh, by the way, I think I will use the task analysis of making a peanut butter and jelly sandwich next year when I begin to introduce concept maps/care plans showing the importance of specific instruction for their interventions. Wow, what a week!
Sunday, March 29, 2009
Reflective Summary 2
Reflective Summary 2
EIPT 6613
Karen Hill
Question 1
In the CSCL 2 book, the chapter 2 case study of the uses of a web-enabled collaborative learning environment of graduate and undergraduate students. One of the research questions were how the asynchronous communication by computer supported intentional learning environments (CSILE) with or without F2F (face-to-face) communication changes learners’ activity systems (Koschmann, Hall & Miyake, 2001). The study grouped students together as novice or experts. The groups were tested in an asynchronous and synchronous style learning using the CSILE based on the internet. The lesson learned was that the use of any instructional technology does not guarantee the accomplishment of instructional goals – the learning environment contains many elements and the technologies are only a part of the larger environment. The net result of this case study was that in the expert group, using WEBCSILE the challenge was for the learner to think at a higher level of understanding. While the strategy was for the groups to focus on solving problems via collaboration, the approach was different. The expert learner was able to improve their knowledge building while using the web-based learning environment, while the novice learner recognized the usefulness of the tool but had a difficult time building knowledge without a teacher involvement. As Lin & Hatano reports in the commentary of this chapter, educational technology tools are extremely variable in terms of functions, because their use is medicated by teachers and students who have different mental models about and needs for learning (pg 90). As a professor announced at the beginning of a course, “I will be the guide on the side, not the sage on the stage.” That phrase has stuck with me for many years now and means more now than ever.
Question 2
Design for VLC:
The VLC I plan to design is and online course with a similar format as this course on D2L. The students enrolled into the course will be assigned a log in name and then they will select a password. The syllabi will be available for printout if necessary. A list of required text will also be supplied in the syllabus. A podcast will be posted for each student to listen to at the beginning of the course, it will allow me the facilitator of the course to explain the course objectives, resources available and give some tips for success. The course will begin with modules scaffolding from simple to complex concepts for building the needed knowledge for passing the state test for certification. I will incorporate the use of asynchronous and synchronous discussion formats as well as some face-to face meeting to determine competency prior to testing. The use of Skype for conference calls will be utilized once weekly for those students needing further clarification and facilitator explanation of concepts. I also look forward to implementing the wiki and google docs for collaboration of documentation used in the nursing field.
My role as facilitator/instructor will be to give guided questions to facilitate learning, and to give feedback for further knowledge construction.
The task based learning community is necessary to complete the course of knowledge needed to be success passing the state certification exam. This type of VLC can be used for those students interested in applying for the PN program without quitting their day jobs in the process.
References
Renninger, K. A., & Shumar, W. (2002). Building virtual communities. New York, NY: Cambridge University Press.
Riel, M., & Polin, L. (2004). Common ground and critical differences in designing
technical environments. In Online learning communities (pp. 16-46).
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
EIPT 6613
Karen Hill
Question 1
In the CSCL 2 book, the chapter 2 case study of the uses of a web-enabled collaborative learning environment of graduate and undergraduate students. One of the research questions were how the asynchronous communication by computer supported intentional learning environments (CSILE) with or without F2F (face-to-face) communication changes learners’ activity systems (Koschmann, Hall & Miyake, 2001). The study grouped students together as novice or experts. The groups were tested in an asynchronous and synchronous style learning using the CSILE based on the internet. The lesson learned was that the use of any instructional technology does not guarantee the accomplishment of instructional goals – the learning environment contains many elements and the technologies are only a part of the larger environment. The net result of this case study was that in the expert group, using WEBCSILE the challenge was for the learner to think at a higher level of understanding. While the strategy was for the groups to focus on solving problems via collaboration, the approach was different. The expert learner was able to improve their knowledge building while using the web-based learning environment, while the novice learner recognized the usefulness of the tool but had a difficult time building knowledge without a teacher involvement. As Lin & Hatano reports in the commentary of this chapter, educational technology tools are extremely variable in terms of functions, because their use is medicated by teachers and students who have different mental models about and needs for learning (pg 90). As a professor announced at the beginning of a course, “I will be the guide on the side, not the sage on the stage.” That phrase has stuck with me for many years now and means more now than ever.
Question 2
Design for VLC:
The VLC I plan to design is and online course with a similar format as this course on D2L. The students enrolled into the course will be assigned a log in name and then they will select a password. The syllabi will be available for printout if necessary. A list of required text will also be supplied in the syllabus. A podcast will be posted for each student to listen to at the beginning of the course, it will allow me the facilitator of the course to explain the course objectives, resources available and give some tips for success. The course will begin with modules scaffolding from simple to complex concepts for building the needed knowledge for passing the state test for certification. I will incorporate the use of asynchronous and synchronous discussion formats as well as some face-to face meeting to determine competency prior to testing. The use of Skype for conference calls will be utilized once weekly for those students needing further clarification and facilitator explanation of concepts. I also look forward to implementing the wiki and google docs for collaboration of documentation used in the nursing field.
My role as facilitator/instructor will be to give guided questions to facilitate learning, and to give feedback for further knowledge construction.
The task based learning community is necessary to complete the course of knowledge needed to be success passing the state certification exam. This type of VLC can be used for those students interested in applying for the PN program without quitting their day jobs in the process.
References
Renninger, K. A., & Shumar, W. (2002). Building virtual communities. New York, NY: Cambridge University Press.
Riel, M., & Polin, L. (2004). Common ground and critical differences in designing
technical environments. In Online learning communities (pp. 16-46).
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Monday, March 9, 2009
Week 7 - Blog 3
Friday, March 6, 2009
Week 7 - Blog 3
How can 3-D technologies be used to create online social environment and support social interactions among community members?In Chapter 5, Rethinking Cognition, Representations, and Processes in 3 D Online Social Learning Environments Jones and Bronack states the following:
Three-dimensional is emerging into the online VC to positively impact learning and communication among students and their instructors.
The student can create an "avatar", a computer generated character that can be designed to look like them.
The avatar can interact, move about the learning community and hopefully continue communicating after the learning goal has been met.
Conceptual framework of learning is based on a social environment/interactions. The following assumptions about learning are:
Learning is participatory where students take an active role
development proceeds through stages and among more- and less- experienced peers within the community of practice
a specific and general knowledge base emerges from learning through meaningful activity with others
learners develop disposition relative to the community of practice.
According to Dewey, eduction is both psychological and sociological. So as I have learned from this article, the social constructivist report that learning is social and learners learn from interaction with experts, peers, through the content, with activities and serendipitous ways.
What are the theoretical rationales underlying the pedagogies of using 3-D environment for the benefits of learning and to achieve educational goals?
The concept of cognitive scaffolding/situational learning.
The 3-D environment provides a temporary framework or scaffolding for the student to integrate into their existing cognitive strategies.
As the student moves into areas of new learning, the scaffolding continues to support the more advanced learner.
The learner and their activities are situated - they find themselves within and as a part of the constructed environment rather than existing separately.
Jones and Bronack reports that students may feel more satisfied with their communications via a graphical interface. As in using a 3-D environment and using e-mail instead of face-to-face meeting, the student may be able to feel more comfortable in this type of learning environment.
How are simulations and instructional support combined to support scientific discovery learning?
Simulations alone for learning was not determined as successful as incorporating the use of instruction to overcome the problems discovered with simulation alone. The article Scientific Discovery Learning with Computer Simulations of conceptual Domains by Jong and Joolingen mention problems associated with online-education. These problems consist of incorrect hypothesis statements, inaccurate interpretation of data, ineffective experimental designs, and the disorganization of students. All of these problems can be corrected by the use of leadership and combined support from facilitators. They also mention the use of games and other activities that correlate with the assignment. This also helps with the success of online learning.
Week 7 - Blog 3
How can 3-D technologies be used to create online social environment and support social interactions among community members?In Chapter 5, Rethinking Cognition, Representations, and Processes in 3 D Online Social Learning Environments Jones and Bronack states the following:
Three-dimensional is emerging into the online VC to positively impact learning and communication among students and their instructors.
The student can create an "avatar", a computer generated character that can be designed to look like them.
The avatar can interact, move about the learning community and hopefully continue communicating after the learning goal has been met.
Conceptual framework of learning is based on a social environment/interactions. The following assumptions about learning are:
Learning is participatory where students take an active role
development proceeds through stages and among more- and less- experienced peers within the community of practice
a specific and general knowledge base emerges from learning through meaningful activity with others
learners develop disposition relative to the community of practice.
According to Dewey, eduction is both psychological and sociological. So as I have learned from this article, the social constructivist report that learning is social and learners learn from interaction with experts, peers, through the content, with activities and serendipitous ways.
What are the theoretical rationales underlying the pedagogies of using 3-D environment for the benefits of learning and to achieve educational goals?
The concept of cognitive scaffolding/situational learning.
The 3-D environment provides a temporary framework or scaffolding for the student to integrate into their existing cognitive strategies.
As the student moves into areas of new learning, the scaffolding continues to support the more advanced learner.
The learner and their activities are situated - they find themselves within and as a part of the constructed environment rather than existing separately.
Jones and Bronack reports that students may feel more satisfied with their communications via a graphical interface. As in using a 3-D environment and using e-mail instead of face-to-face meeting, the student may be able to feel more comfortable in this type of learning environment.
How are simulations and instructional support combined to support scientific discovery learning?
Simulations alone for learning was not determined as successful as incorporating the use of instruction to overcome the problems discovered with simulation alone. The article Scientific Discovery Learning with Computer Simulations of conceptual Domains by Jong and Joolingen mention problems associated with online-education. These problems consist of incorrect hypothesis statements, inaccurate interpretation of data, ineffective experimental designs, and the disorganization of students. All of these problems can be corrected by the use of leadership and combined support from facilitators. They also mention the use of games and other activities that correlate with the assignment. This also helps with the success of online learning.
Saturday, February 21, 2009
Reflective Summary 1
Introduction: Creating VCL, Context, Subject Matter & Target Audience.
I would like to develop an informal VCL for all nursing students, encompassing all levels of formal education. Depending on what level of education the student is pursuing, will depend on which room they should attend. All PN students will interact together, BSN students together, ADN together, MSN together and so on. Students will have access to all rooms. The concept of having a place to vent, discuss, develop critical thinking, share clinical experiences and interact with others in the same situation. This hybrid VCL would include asynchronous and synchronous discussions. Students from rural areas will be given the same opportunity as those in the big cities.
Strategies to build VCL
According to Shumar and Renninger (2002), the lack of context in the virtual world enables imagination, identity, and a kind of valuing that deepens the interest and enables knowledge building. So, the informal VC will be similar to the FaceBook or MySpace format. The VC will be strictly voluntary, but strongly encouraged to build that social life and challenge critical thinking processes to build a professional in the nursing field. Also, according to our text, the Community of Practice (CoP) is a place where those of the same profession not merely exchange ideas but learn from each other’s expertise and are committed to jointly develop better practices (Brown & Gray, 1995). As we have discussed in our weekly discussions, a VC needs a humanistic touch. Leadership is key to success. As the facilitator, guide on the side, I will begin strong and fade into the background as participation and interest takes over. The activities will allow members to be resources for each other, as well as receive assistance by the facilitator as needed. Together we can build a professional culture in the VC.
The goal and purpose is to develop a VC with Computer-Mediated Communication to allow all nursing students a common place to make connections with others in their same situation. To discuss real situations and gain knowledge from others. This VC will be liberated from geography, sustaining interpersonal ties with other professionals around the world.
Literature as Framework
As I have read the text over the past 5 weeks, I have began to understand how important the Web is in assisting students to increase personal relevance of self direction and be in charge of their knowledge. According to Hoadley and Pea, the knowledge networking (getting the knowledge to those members who need it) is key to a successful professional community such as nursing (Chap 12, Renninger & Shumar).
As I am gaining knowledge of the Computer-supported collaborative learning (CSCL), I find myself intrigued to keep learning and incorporate some of these learning activities such as Skype, Blog and journaling into my classes. I would like to begin to develop the guide-on-the side and rid the sage on the stage act in my classroom.
References
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Renninger, K. A., & Shumar, W. (2002). Building virtual communities. New York, NY:
Cambridge University Press.
I would like to develop an informal VCL for all nursing students, encompassing all levels of formal education. Depending on what level of education the student is pursuing, will depend on which room they should attend. All PN students will interact together, BSN students together, ADN together, MSN together and so on. Students will have access to all rooms. The concept of having a place to vent, discuss, develop critical thinking, share clinical experiences and interact with others in the same situation. This hybrid VCL would include asynchronous and synchronous discussions. Students from rural areas will be given the same opportunity as those in the big cities.
Strategies to build VCL
According to Shumar and Renninger (2002), the lack of context in the virtual world enables imagination, identity, and a kind of valuing that deepens the interest and enables knowledge building. So, the informal VC will be similar to the FaceBook or MySpace format. The VC will be strictly voluntary, but strongly encouraged to build that social life and challenge critical thinking processes to build a professional in the nursing field. Also, according to our text, the Community of Practice (CoP) is a place where those of the same profession not merely exchange ideas but learn from each other’s expertise and are committed to jointly develop better practices (Brown & Gray, 1995). As we have discussed in our weekly discussions, a VC needs a humanistic touch. Leadership is key to success. As the facilitator, guide on the side, I will begin strong and fade into the background as participation and interest takes over. The activities will allow members to be resources for each other, as well as receive assistance by the facilitator as needed. Together we can build a professional culture in the VC.
The goal and purpose is to develop a VC with Computer-Mediated Communication to allow all nursing students a common place to make connections with others in their same situation. To discuss real situations and gain knowledge from others. This VC will be liberated from geography, sustaining interpersonal ties with other professionals around the world.
Literature as Framework
As I have read the text over the past 5 weeks, I have began to understand how important the Web is in assisting students to increase personal relevance of self direction and be in charge of their knowledge. According to Hoadley and Pea, the knowledge networking (getting the knowledge to those members who need it) is key to a successful professional community such as nursing (Chap 12, Renninger & Shumar).
As I am gaining knowledge of the Computer-supported collaborative learning (CSCL), I find myself intrigued to keep learning and incorporate some of these learning activities such as Skype, Blog and journaling into my classes. I would like to begin to develop the guide-on-the side and rid the sage on the stage act in my classroom.
References
Koschmann, T., Hall, R., & Miyake, N. (2001). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Renninger, K. A., & Shumar, W. (2002). Building virtual communities. New York, NY:
Cambridge University Press.
Saturday, February 7, 2009
Case Study 1
Part A
Introduction
I chose to examine Facebook for this case study. I chose this site because I have not been to any of these types of virtual communities. My children ages 19 and 23 both spend numerous hours on these types of social gathering. When you click on the “about” link, you can find all about this site. Facebook was founded on February 4, 2004. With having it’s fifth birthday and millions of participants, the objectives are to reconnect people that have lost touch and to make new connections. Facebook gives people the power to share and makes the world more open and connected. Millions of people use Facebook everyday to keep up with friends, upload an unlimited number of photos, share links and videos, and learn more about the people they meet. I have been an Internet junkie since 2001, but have never been to sites like Facebook, MySpace and YouTube. I thought these were for the highschoolers and young at heart. I have been extremely surprised at the amount of my high school classmates that have a profile on Facebook. I enjoyed sitting for hours scrolling through the profiles to see how many people I knew. I was amazed! I mostly observed, but I did send several messages to those I have not seen in 25 years and never knew what life dealt them. I sat up a Facebook page as the requirement for this course and I am anxious awaiting some replies from those ‘old’ friends! I also briefly surfed YouTube and MySpace. The YouTube site I have used as clips in my classroom but have never been to the site myself. There is truly something for everyone on this site. From jokes to video of procedures, there is something there of interest.
Type of Community
These personal virtual communities I visited are designed to communicate information in the privacy of our homes/office. Facebook and MySpace could be utilized for many different aspects of communication but I think these sites are they way of this generation and if we are to be connected the oldies must become techno savvy! On the other hand, I found YouTube to be very informative. I could use some videos from this site to further explain, using visual aids for topics in my classroom. So, in other words, this type of virtual community could also be used for professional development.
The purpose, goals, needs and identity are all for personal use and to confirm or make personal relationships. The opportunity and possibility to form relationships are endless, as in the personal ads are full of single people all searching for that right personal relationship. I have a personal story to share. I met my partner in life on a VC site. We have been together for 5 years and I feel very fortunate to have been in the same virtual community as him to become acquainted and later in a special relationship with this wonderful man!
Structure of Community
The structure of Facebook is easily navigated. You have the opportunity to develop your personal profile, upload pictures, design with your own style then browse for people, and find friends. In order to communicate with a friend you send a message. After clicking on the link, simply type in your message and click send. The person is able to see all your friends list for one month from the date of your message. A message alert is prompted in this regard.
Design Features and Roles of Technology
Facebook is totally voluntary. The support of having your personal profile online for the entire world to see is strictly voluntary. Those that choose not to participate in certain areas are not forced to publish that particular information. The VC sustains its membership because we all feel the need to keep in touch with those that once touched our lives. Technology is forever changing and in order to keep up, I have learned how to upload a picture or text and have amazingly broadened my knowledge.
Conclusion & Implications
I understand how my son has become addicted to MySpace. I found myself lost in time as I scrolled through countless screens looking at profiles. This is extremely entertaining. With the rising costs and our looming recession, people may search for low cost entertainment. The viability of these types of VC is with the participation, creativity and imagination of its members.
Part B
Introduction
For the second part of this case study, I chose to enter merlot.org and wisconline.org. As I entered both sites, I found that the merlot.org website to be more applicable since I teach post secondary students. In health care, this site gave many different avenues for faculty to utilize in their own classrooms. The various activities in many different areas of education were helpful. I joined as a member and will definitely use this site to further enhance my lectures in my classroom.
Type of Community
Based on my readings from Riel and Polin (2004), merlot.org and wisconline.org are task-based learning communities. The people organized around a task (such as healthcare) for a specified period of time to produce a product (assist the educator) is an example of this type of community (pg20). The site has expert advise in many different areas and I have found extremely helpful. For example, on this site there is a video on YouTube demonstrating how to obtain ABG’s (arterial blood gases). This is my next topic in my classroom. I will use this video clip next week; I found it to be very quick, easy and informative.
Structure/design feature/role of technology
This was an easy site to navigate, with the many links/topics on the left hand side. The many different areas of education are extremely helpful. I clicked on the health science and under this topic there were many different subtopics. Wow, what a difference I can make in my lectures with these experts learning tools. I was happy to see that so many long term educators and expert in different fields are willing to share their knowledge.
Conclusion/Implications
I really enjoyed this site and what it has to offer a new instructor. As a new instructor and new to education, I look up to those that have paved the road ahead of me to travel. I am always looking for new opportunities and any aid to enhance my teaching abilities. This site is a must for all educators.
Week 3 cont.
In reading Chap 12 in order to answer the question, how does technology support a knowledge-building community? I have come to the conclusion that it is similar to the nursing process we use each day as nurses. Beginning with assessment and ending with evaluation, the building of an online community is determined. The technology of the Internet has exposed people to the wide variety of information that otherwise would never have been possible. The never ending developing software that supports each need is phenomenal. The multidisciplinary design team that makes the online community a success. I can relate this to the multidisciplinary team of health care. It takes everyone doing their specific jobs to meet the individuals desired outcome. Knowledge is power and without the development of technology life would be stagnant.
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