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!
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