Dr. Lora Walter – Nursing

Project Overview

Introduction forums are a common practice in online courses.  Students present themselves personally and professionally through the written word.  The written word can lack intonation, emotion, and personality which are key elements in a live introduction.  I explored the multiple methods of audio/video presentations and tried VoiceThread a few times.  Too often the VoiceThread technology was challenging for the student and became the focus of the task.  I sought to find a simple method that required minimal technology experience but provided a video that could be used in lieu of a written introduction in the course.  Since most students are comfortable using their smart devices for videotaping, FaceTime, and other video-related applications, it seemed feasible to seek a tool that could be used from their phone or another device.

Flipgrid is a video discussion platform that is simple to use and can be accessed through any smartphone, tablet, or computer.  It gives students a voice and educators a means of creating a communicative learning environment.  Students are able to respond to the videos posted by the instructor or peers by reacting, responding, and sharing their own videos.  Flipgrid has many features which students are familiar with thus leveraging the elements of social media to engage students in the classroom and promote communication.

This video method of introduction should be more effective in humanizing the online class.  Students can connect on a more personal level which is usually lacking in the written introduction.  This personal introduction could enhance their interactions in weekly activities like discussion forums and encourage richer dialogue.

For my project, I incorporated Flipgrid into online RN-Bachelor of Science in Nursing (RN-BSN) and Master of Science in Nursing (MSN) courses I taught in the Fall 2018 and Spring 2019 semesters.  I also used the Flipgrid introduction approach with first-year undergraduate Pathways to Nursing (PTN) students in Summer 2018 prior to the students meeting in person at the orientation.

Project Planning

The initial step in planning this process was a literature search to determine current best practices.  Also, using Bloom’s Digital Integration Model, I determined the focus should be at the highest level—creating.  The written introductions are at a lower order of thinking and creating and viewing introductory videos should be a more effective modality through utilizing higher level thinking.  After this initial investigation, I sought to find a technology tool that would be most effective.

With support from the Instructional Technology team, I narrowed my search and focused on technology applications which were simple, functional, and compatible with Moodle.  Flipgrid seemed to be the best choice.  I embraced the tool and sought to master it prior to implementation.  Microsoft recently purchased Flipgrid and improved the already successful tool.  Flipgrid has excellent learning materials for both students and teachers.  I took advantage of all that was offered and became certified as a Flipgrid instructor.  Through this process I mastered the use of the tool and planned to incorporate it into the classes I taught last fall.

Flipgrid

Flipgrid

Flipgrid

Retrieved from https://flipgrid.com/

Project Implementation

The implementation process was bifurcated.  I produced a Flipgrid introductory forum for two online courses in the RN-BSN and MSN programs. Then I created a Flipgrid forum for the incoming first-year on ground students.

First, I created an introductory Flipgrid forum for my online students.  Students in the RN-BSN and MSN courses had experience with written introductory forums.  I prompted them to introduce themselves both personally and professionally and discuss their intended outcomes for the class.  The students created videos that were personable and demonstrated their true personality.  Their peers were able to add comments or videos in response to the introduction.  As the instructor, I found the introduction more personal and emotional.  It provided the opportunity to meet them virtually, respond, and appreciate their intended outcomes for the class.

Secondly, I sent a Flipgrid link to all incoming first-year students to create a video and meet each other virtually.  The first-year nursing student orientation is limited to two hours and the personal introduction of each of the 32 students would have left little time for the presentation of pertinent information.  PTN is an undergraduate program where nursing students spend their first year on the Chatham Shadyside campus.  The second and third years they attend UPMC Shadyside School of Nursing (SSON) and complete their degree with the online RN-BSN program their senior year.  Success in nursing school requires collaboration with peers through mentoring and study groups.  It is imperative that students know who their peers are and develop friendships with an academic partnership as soon as possible.

Several weeks prior to starting at Chatham, the PTN students were sent a link and asked to create an introductory Flipgrid video.  They were prompted to introduce themselves personally and share why they want to become a nurse.  Most students embraced this opportunity and videos were created all over the United States.  One was created in Finland where the student was visiting prior to starting college.

Example of a PTN Flipgrid introduction provided with permission from the student.

Flipgrid

https://flipgrid.com/s/b2fdabb806b2

Project Assessment

Summative assessments were conducted using Qualtrics surveys a few months after students engaged in the Flipgrid introductory activity.  Both the online RN-BSN and MSN students and the undergraduate PTN students found value in the activity.  As indicated formally through the Qualtrics survey and personal discussion, the project provided the students a means to actively engage in introductory forums that were personal and enhanced communication.

RN-BSN and MSN Application

For the online RN-BSN and MSN courses, students were surveyed and asked to compare their Flipgrid introduction experience with the usual introductory forum using the written word.  Qualtrics software was used to survey the students who participated in the Flipgrid introductions.  Since some of the students might not be technologically savvy, they were asked if Flipgrid was easy to use and helped personalize the course.

The students found the videos more personal than the written introductions.  They indicated the technology tool was simple to use and found it more impactful than the written introductions.  They were able to know their peers on a more personal level, which many found an asset to class activities like discussion forums.

Question:  Did you find Flipgrid easy to use?

Feedback response

Question:  Do you feel a video introduction personalizes this course?

Feedback response

Pathways to Nursing (PTN) Application

Flipgrid was employed with the first-year nursing students who had never met before.  They created the videos prior to the live orientation the first week on campus.  The students posted videos that truly demonstrated their personality.  They were prompted to discuss why they chose nursing as a career and the responses were passionate and varied.  When the students entered the orientation room, they recognized each other and remembered key elements of each other’s videos.  In many cases, it was as if they already knew each other.  This made the orientation flow more easily and the presented information was better received.

Students were surveyed a few months after the Flipgrid introductory activity using Qualtrics.  Two questions addressed the ease of use and the effect on increasing their comfort in starting college.  The students found Flipgrid easy to use and indicated it helped reduce the anxiety with starting their college career.  They found things in common with their peers and several of the students continued friendships and academic relationships.  These relationships were the start of activities like study partners and groups and peer mentoring.

Question:  Did you find Flipgrid easy to use?

Feedback response

 

Question:  Did Flipgrid videos increase your comfort level for starting your college career?

Feedback response

 

Project Reflections and Next Steps

I plan to continue using Flipgrid in my course introductory forums.  The personal introductions promoted a sense of community amongst online students who never meet in person and on ground students prior to meeting in person.  Students found the tool easy to use and effective in personalizing peer interactions.

Moving forward I want to use Flipgrid as a type of formative assessment.  Formative assessment is a common application for Flipgrid that has been used by teachers in various levels of education.  This pedagogical approach allows educators to assess student learning in a unique and personal manner.  Additionally, the tool is commonly used to gauge how students are feeling about the class and where they want to progress.  They can connect class content with their own experiences. Since words are often misconstrued, video assessment provides an opportunity to provide feedback that is genuine and presented with the positive attributes of the spoken word.  There are many uses for Flipgrid in the assessment process, both formative and summative.  Educators are privy to a website, webinars, and personal support that afford them the opportunity to use Flipgrid in their classrooms in a multitude of ways.  Ultimately, I hope to inspire other educators to use Flipgrid or another form of video technology to create a sense of personalization and community in their courses.

Dr. Tyra Good – Education

Project Overview

My primary goal was to increase student learning and engagement by integrating innovative ways to communicate and disseminate information through exploring technology tie-ins to instruction, assessment, and presentations. I wanted my courses to provide an opportunity for students to explore culturally responsive educational practices and professional development learning experiences through social media platforms that are best for teachers to communicate with their future students, families, and the community.

Learning is no longer only defined by time and place. A wide variety of digital networks, platforms, and content resources are being created to personalize learning to ensure that the interests and values of the whole child are being met. I approach my work to transform teaching by equipping students to work in diverse learning ecosystems with children and their families. To date, I have used Sway, Twitter, video and audio equipment, and Reality Works Real Care Baby Simulator to increase student engagement through active learning and reflection.

Planning Process

During the Summer of 2017, the Technology Fellows summer professional development series provided exposure to instructional technologies and time to reflect on how we would redesign our courses with instructional supports and technology enhancements. We learned about a myriad of technology platforms, applications, and software to increase student learning and engagement. As I begin to explore and try out the new technologies through a trial run, I could not settle on just one technology tie-in to integrate into my courses. Therefore, I used a multifaceted interactive technological approach to incorporate into my courses.

Implementation

During Fall 2017, I taught a new course online, EDU 606/607: Child Development and Adolescent Learning Theory. This course focuses on child development in the context of social, cultural, and instructional settings and how these factors play into learning theory. Students apply knowledge of developmental stages to create authentic classroom learning environments that are healthy, respectful, supportive, challenging by utilizing culturally responsive instructional techniques. I used the interactive platform, Sway to make the information and text more engaging. The purpose of Sway is to convey concepts quickly, easily and clearly. Unlike PowerPoint, it is primarily for presenting ideas onscreen rather than to an audience. Sway allowed me to integrate text, articles, and video into one interactive Word document so students did not have to click on multiple documents or folders to access the weekly course content.

Below are examples of Sway documents that I created for class.

Sway Example: Module 4A-Middle Childhood
Sway Example: Module 4B-Middle Childhood

(Click on the pictures below to view them larger)

Sway Screenshot

Sway Screenshot

Sway Screenshot

Sway Screenshot

Sway Screenshot

This Spring 2018, the two courses that I decided to focus on were EDU 105: Child Development Birth through Grade 4 and EDU 505 Issues of Poverty and Race in Education. I partnered with Saturday Light Brigade to provide the audio recording equipment for my students to record their learning experiences. SLB Radio Productions, Inc. (SLB) uses radio and audio to encourage, amplify, share and archive the ideas, stories, and feelings of children, youth and families. They provide an innovative method to promote increased creative expression, critical thinking, and technical curiosity.

EDU 105 is a required course for PreK-4 education undergraduate students; however, it is open to other undergraduate majors as well. This course focuses on child development in the context of social, cultural, and instructional settings and how these factors play into learning theory. Students apply knowledge of developmental stages to create authentic classroom learning environments that are healthy, respectful, supportive, challenging by utilizing culturally responsive instructional techniques. I integrated the Reality works Real Care Baby Simulator project to provide a simulation experience of how a real baby acts. The students had to care for the baby as if it were real over a 48 period. They had to change, rock, feed and burp the baby.

Below are pictures of our project (Click on the pictures below to view them larger).

RealCare Report Screenshot

Classroom Presentation

Twitter Screenshot

EDU 505 is a course taken by secondary education graduate students that focuses on the characteristics and effects of poverty and race in education through examining types of poverty and racial biases in schools, as well as the impact of poverty on cognitive and physical development.

I wanted to build upon the social media engagement that I incorporated into this course the previous semester. In this course, the students had to write weekly reflections after each class session on Twitter. We also had a course culminating Twitter Chat that will be held again this semester.

The students share strategies they learned during the semester to equip educators, parents and the community in ways to address issues of poverty and race in education. You can search #GOODChat505 on Twitter to see our class reflections.

Below are examples of our Twitter posts (Click on the pictures below to view them larger).

Twitter Screenshot Twitter Screenshot Twitter Screenshot Twitter Screenshot

Assessment

EDU 606/607: Child and Adolescent Development and Learning Theories
The students completed an open-ended questionnaire at the end of the semester to gather feedback on using SWAY for their weekly class information and assignments. The questions focused on the effectiveness and ease of the interactive document and whether or not it increased their engagement in the online course. Most of the students thought the Sway format was simple to navigate, appreciated the flow of the assignments and graphics, and indicated that they would consider using the tool in their own classroom teaching.

Questionnaire:
Please describe your thoughts about using the interactive SWAY’s that contained the weekly module focused content.
• Was the tool effective?
• Was it easy/hard to follow?
• Did it increase your engagement in the course?
• Did you enjoy learning this way? (Using One interactive Word Document)
• Should any content had been added or deleted from the SWAY’s? If so, please explain.
• Would you consider using a SWAY document in your classes as a classroom teacher?

EDU 105: Child Development: Birth through Grade 4
While engaged in the baby simulation, the students had to document their experiences through pictures, journal entries, and Vlogs. I was able to monitor their progress through the Reality Works Real Care Baby Simulator software. The students had to discuss and present their experience in class according to the learning outcomes.

EDU 505: Issues of Poverty and Race in Education
The students are encouraged to tag the authors of our course readings and other educational leaders to share their learning or to ask questions either for clarification or rhetorical when doing their Twitter postings. Although some students were reluctant in the beginning of the course, many students ended up embracing this reflective learning exercise. They become excited and more engaged when their Tweets were “Liked” or re-twitted by educational scholars, legislatures, or community leaders. Our class Twitter Chat for this semester is scheduled for April 2nd.

Reflections and Next Steps

In reflecting on my use of interactive technology tools that I integrated into my three courses over this past academic year, I believe that there was greater student engagement because of the hands-on software and digital educational resources that were used. I appreciated learning ways to keep me engaged and excited in teaching the courses. The Sway document not only was a success with the students, but helped me to organize my course materials more efficiently. The simulation baby project provided a project-based learning experience that is essential to the education major students on their journey to developing competencies in teaching. The use of Twitter in my course allowed me to connect my love for the social media platform to increase student engagement while they shared their learning publicly. I was able to instantly gauge the students’ comfort and knowledge after each class session. Sharing their thoughts and reflections via Twitter allowed the students to become a part of an online community of learners focused on equity in education. I plan to continue using the Reality Works Real Care Baby Simulator, and expand the integration of Twitter and SWAY into my other courses.

Dr. MaryDee Fisher – Nursing

Project Overview

This project involved a redefinition of existing assignments in an online MSN course (Fall 2, 2017 – NUR/HCI 503), and in an online RN to BSN course the subsequent semester (Spring 1, 2018 NUR 412). Both assignments promote content learning. However, in order to better emulate the required teamwork required for clinical practice, both projects were redefined to afford learners the transformational opportunity related to a paired project within a collaborative learning space.

Planning Process

Both projects were redefined in order to afford learners a more realistic learning opportunity that mimics teamwork, specifically collaboration and communication elements, required for actual clinical practice.

The original MSN assignment was intended to create a draft of an automated Electronic Report of aggregate dashboard data that could be used to assess patient outcomes or staff compliance within the clinical arena. Learners in this course were from both the HealthCare Informatics and MSN graduate programs.

The original RN to BSN assignment was designed to have students use a Quality Improvement tool (FMEA) to analyze a clinical quality or safety issue related to the process of care delivery. All online learners in this course were or had been practicing as direct bedside caregivers.

In redesigning the project, some elements that underwent consideration include:

  1. How will this type of assignment (project) be completed in the actual clinical situation?
  2. How should/could the students be paired for the assignment? (self-select; random; specific assignment methodology)
  3. Is it a reasonable expectation for students to complete a paired project, given the lifestyles of online and various level learners?
  4. How might embracing of vs resistance to the assignment best occur with students?
  5. How to successfully cue for peer to peer communications?
  6. How can student choice be offered with a selection of collaborative learning space?
  7. In what format should the assignment be submitted (word doc vs link to actual space)?
  8. How will grading be accomplished? Individual vs. grouped?
  9. Peer Review needed for overall collegial (communications and collaboration) workings? How to incorporate feedback? What percentage of project grade?

Both assignments previously existed in the courses to meet specific learning outcomes.

In the MSN course related to Informatics Foundation and Health Care Technology, several learning objectives were enhanced by project implementation. They include:

  1. Analyze current and emerging technology utilized at point of care within a structured health setting and within a virtual community environment that supports safe practice.
  2. Discuss opportunities and strategies for extracting data from various systems to assess patient outcomes supporting a higher level of evidence-based care.
  3. Identify how technology and electronic data sources can be used to evaluate the effectiveness of clinical prevention interventions that affect individual and population-based health outcomes.

In the RN to BSN course related to Nursing Communication & Quality Improvement, specific learning objectives involving were targeted and enriched. They include:

  1. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
  2. Participate in quality and patient safety initiatives, recognizing that these are complex system issues.
  3. Apply concepts of quality and safety using structure, process, and outcome measures to effectively implement and monitor patient safety initiatives.
  4. Demonstrate knowledge of interprofessional roles communication and effective teamwork.

Related to the personal goals of the author, a collaborative learning space had not been previously utilized and offering this project created a forced opportunity to learn about them.

The Substitution, Augmentation, Modification and Redefinition (SAMR) Model was used in planning both of the assignment revisions.  Use the teaching-learning process to instill technology in the design process enhanced communication and collaboration skills.

Implementation

Steps to completion (ins & outs):

  1. Understand the value of collaborative learning spaces.
  2. Revise assignment guidelines and rubrics.
  3. Create peer review form.
  4. Secure resources from Hoonuit for collaborative learning space and place in courses with clear direction.
  5. Craft detailed directions for parings – who will do, by when and why will do.
  6. Reflect on and design a plan on when to offer repeated announcements and encouragement for project completion.

Plan B was to revert to individual assignment as per previously used in both courses.

Assessment

Both projects were summatively assessed in formal fashions.

The Peer Review form, required for project submission, solicited feedback on five quantitative behaviors for evaluation and qualitative questions specifically r/t teamwork effectiveness, teamwork behaviors and overall team functioning.

Value of the group assignment was overwhelmingly reinforced in both courses on these peer review forms. Interestingly, students did not always rate each other as 5/5 on the quantitative behaviors. Qualitative comments included those related to: working well together; the need for flexibility, as there is more than one way to get things done; technology being invaluable; need to utilize strengths of team members; learning about constructive criticism; communication is key, one needs to pay attention to the style used, and it is a the center of teamwork; need to establish a good rapport; importance of trust and respect; opportunity to practice leadership skills;  enjoyed opportunity to work with someone form another profession; importance of clearly understanding other’s expectations.

Course Evaluations for the 503 course included qualitative comments such as: indicating learning to work in a group was one of the most important things learned in the course and enjoying working with other students on a project that at first seems overwhelming.  412 course evaluations are not at the time of this writing.

Anecdotally, the quality of assignment submissions was elevated overall in the MSN/HCI course; likely not as significantly in the BSN course for this challenging QI assignment.

Project Reflections and Next Steps

What worked and what didn’t work?

Worked – Clear guidelines expectations and rubric for assignments; communications related to the rationale for pairings; responding promptly and patiently to student inquiries; affording/encouraging students to hold one another accountable.

Worked, not so well – Not adjusting the peer review points for percentage moving from MSN to BSN course (math able to be calculated however).

Continue to strive towards more collaborative versus group learning where learners are mutually dependent on one another, yet held individually accountable. Promote increased group effort versus divide and conquer mentality; encourage an emphasis on process, in addition to the final product. With collaborative projects, the learners co-create knowledge and meaningful learning.

What would you change for next time?

In MSN course – leave as is if appropriate mix of HCI and MSN students.

In RN to BSN course – provide weekly reminders about the upcoming project and specifically direct to communicate one on one with their partner early in the course.

How would you modify the project?

Consider student submitting a link to the collaborative learning space instead of submitting in Word; afford the opportunity to self-select partner; tweak guidelines to further promote collaborative project outcomes.

What did you learn?

Technology can be slowly integrated into assignments to afford to learn by students and faculty alike; all techno changes do not have to be flashy; reinforced need to stay focused on learning outcomes and goals; and not all digital native students maybe be as technologically advanced and savvy as others.

Dr. Mary Beth Mannarino – Counseling Psychology


Project Overview

My project involved re-designing a course that had been taught for years on land for an online format. The course, PSY645 Environmental Psychology, includes exposure to such topics as climate change, ecopsychology, ecotherapy, environmental justice, and the relationship between humans and the rest of nature. It has in the past required students to engage in personal and in-class exploration of their own political, religious/spiritual, social, and environmental identities, and has necessitated thoughtful management of in-class discussions so that differences were respected and even welcomed. The primary challenge of converting the class to the online format was how best to build community online so that students could comfortably express ideas to and ask questions of the instructor and peers. A secondary task was creating an online classroom experience, through assignments and recorded lectures, that engaged students with the material, stimulated active thought, and contributed to later online forum discussions.


Planning Process

The course is an elective for students from several graduate programs. This class included students from two graduate programs, Masters of Science in Counseling Psychology and Masters of Food Studies. As I designed the course with a focus on the learning objectives listed below, I felt that it was important to find ways to meet the educational and professional needs of students in both programs:

  1. Define concepts related to environment and psychology
  2. Define concepts related to health and well-being
  3. Discuss the effects of humans on the environment, and the environment on humans, in the context of global climate change
  4. Reflect on and discuss own beliefs, values, and behaviors related to the above topics
  5. Discuss implications of topics for profession
    1. Discuss implications of topics for counseling and psychology roles, including assessment, treatment, prevention, and advocacy OR
    2. Discuss implications of topics for food studies work.

The initial steps in building the online course were as follow:

  1. Consultation with Lauren Panton, IT Manager, Becky Borello, Instructional Technologist, and Mark Kassel, Director of Online Education, about how best to design and structure the course on Moodle (separate from content).
  2. Actual design of the course on Moodle in a format that was clean, not visually overwhelming, and inviting with nature photographs.
  3. Planning about how to sequence the course in a deliberate way to move students through Bloom’s taxonomy from taking in and comprehending information to integrating the various topics studied across the semester to, finally, thinking about how what was studied could be applied to one’s life, personally and professionally, and creating plans for doing so.
  4. Careful selection of readings for the first part of the semester that addressed ways to embrace and talk across differences, and inclusion of group assignments that would foster intentional practice in doing so.
  5. Use of VoiceThread to create weekly PowerPoint lectures, which included links to videos and pauses for thinking and note-taking to facilitate discussion. Since the PowerPoint lectures were created week-to-week, it was possible also to integrate specific issues or comments that had been raised in the previous week’s student discussions.

NOTE: The class did include an option for a group field trip OR individual field trip; these experiences were included as a topic in a discussion forums.


Implementation

Initial planning for the project took place during Summer 2016, and the course was implemented in Fall 2016 with 14 students (12 MSCP and 2 MFS). Changes were made to course delivery throughout the semester in response to student feedback.

Below is a summary of steps taken to address the two tech goals outlined above.

The first goal was to build an online community that fostered brave and respectful discussion of issues that had political, religious/spiritual, or environmental aspects to them. The first two weeks were critical for laying this foundation, as described below.

1.  Week 1Place Identity and Attachment – Students read articles and watched a video about place attachment and identity, and introduced themselves in a discussion forum by sharing information about and a photo of one of their own special places. This was a relatively “neutral” topic that allowed students to be creative in what they shared and to get to know something unique and personal about each other student.

2.  Week 2Creating Brave Spaces for Learning – Two readings specifically addressing talking across differences were assigned (Parker, 2011, and Arao and Clemens, 2013, referenced below). In addition, I used VoiceThread to record a PowerPoint lecture entitled “Civil Discourse.” The lecture reviewed both articles and included specific exercises for the students to complete at home that mimicked what might be done in a classroom, but at the same time allowed greater privacy for student contemplation prior to discussion (unlike the live classroom). Examples of questions and exercises that were included in the lecture and then discussed as a group in the forum are described below:

a.  Where do you stand? In the privacy of their home, each student was asked to take a large piece of paper and to mark the four corners of the paper with Likert-like ratings (Very Important, Kind of Important, Not Very Important, and Not Important at All – with Neutral in the center). They were then asked to mark where they stood with regard to the relevance of your political identity, religious/spiritual identity, social identity (including race, age, SES, gender, etc.), and environmental identity to their daily lives. I did NOT ask what the specifics associated with these identities were, only the relevance/importance of them to the person. The goal was for students to think, as they completed the exercise privately, about peers whose religious or political or other identity might be different from theirs in content but equally strong in terms of personal relevance. The exercise was designed to build empathy, thus contributing to the development of a healthy and respectful online discussion culture.

b.  Think about the current election cycle (Fall 2016). Students were encouraged to apply the readings, in private, to their own experience of the current election cycle, and to think about how this was playing out in relationships, conversations, etc. Again, a goal was for the students to imagine peers who might also have strong thoughts and emotions related to the election, with different beliefs or political orientations.

c.  Discussion forum – Students were asked to respond to the following prompt, and then to read and respond to several posts from peers:

-“List and discuss a couple of ideas that would contribute to the creation of a healthy ‘brave space’ discussion forum culture in our class.”


3.  Throughout subsequent weeks, students were reminded to review the discussion and readings from Week 2 as they tackled talking about challenging topics.

The second goal was to learn how to create an online class experience that actively engaged students. To do this, I included questions and exercises throughout the PowerPoint lecture that required the students to pause and DO something that would then be incorporated into the discussion forum (as described above). I also embedded videos of varying lengths into the lectures. Finally, the course material included links to online sites that required active exploration, in addition to traditional peer-reviewed academic articles.


Assessment

The project was assessed through an anonymous survey monkey questionnaire focusing on the online delivery process (administered a couple of weeks before the end of the course), the regular Chatham-administered course evaluations, and a final discussion forum requiring students to describe their “3 Take-Aways” from the course. In addition, comments and suggestions were invited throughout the course. Below is feedback from the assessments.

SURVEY MONKEY (9/14 responded)

1.  Have you taken an online graduate level course before?

YES                                          11%

NO                                           89%

2.  Rate your degree of ease in navigating Moodle for getting information about assignments and making your posts and comments.

Very Easy                               44.44%

Pretty Easy                            33.33%

So-So                                      22.22%

Kind of Difficult                   0

Impossible                             0

3.  How comfortable did you feel sharing your opinions and ideas with your classmates?

Very Comfortable                 44.44%

Pretty Comfortable              55.55%

So-So                                      0

Kind of Uncomfortable       0

Very Uncomfortable            0

4.  What suggestions do you have for improving the online course delivery process? (SUMMARY OF RESPONSES)

  • More specific training in tech aspects of class
  • Better posting schedule – posting 3x week was challenging, especially when due on weekends
  • Have first class in–person

5.  Describe least favorite part(s) of course. (SUMMARY)

  • Schedule of posts
  • Back and forth nature of posts and comments – sometimes confusing
  • Required too much time – wish it had been in-person

6.  Describe favorite parts of the course. (SUMMARY)

  • Able to get into issues in a way that wouldn’t have been able to in person
  • Variety of materials – readings, videos, internet resources
  • News item discussions (based on a particular assignment)
  • Opportunities for discussion with other students
  • Course topics and content

7.  Any surprises for you in the course? (SUMMARY)

  • Amount of time required for online course
  • What I learned from content of course
  • Learned more than in in-class course because of in-depth discussions and time to think before “speaking”

ADDITIONAL INFORMATION FROM ASSESSMENTS AND EVALUATIONS

The formal Chatham course evaluation comments were consistent with those summarized above.

In addition, students completed a final discussion forum related to their “3 Take-Aways” from the class. Below are some comments that are related to the goals of this project:

  • I have rediscovered and even improved my critical thinking skills as a result of this class. (I’m not sure my husband is happy about this. LOL…) I am able to look at events, debates, studies, and see even more angles to what I am analyzing. It has helped me through this election as well as not to argue with people. This is very beneficial to my counseling skills because it also allows me to see more process that is going along with the content.
  • I will also remember the conversation we had about brave spaces vs safe spaces. For some reason, I always thought of the therapy space being safe, but I was neglecting the idea of the space being one where clients feel brave enough to take the next step, or to help to become brave so they can use that quality in their everyday lives.
  • The first major take away that I would like to talk about is the fact that we, as a class, were able to work and learn together. We formed an online Chatham community where I was able to learn more from everyone’s contributions than the material itself. I had never taken an online class before and although it’s not my personal favorite style of learning, this was a great experience! I really felt that the creating brave spaces in week two helped contribute to this style of learning.
  • I enjoyed the non-traditional format of this course. I felt like I was able to learn more without relying on one textbook, and was offered many different perspectives on environmental psychology within the readings. I also enjoyed that we were able to have thoughtful in depth conversations through the online discussion boards.

Finally, I was able to do informal comparisons of this online class with the many previous times the course was taught in a traditional on land format. First, I heard substantively from every student in every session throughout the semester; in the “live” classes, in spite of my efforts to draw quiet people out, certain students stayed in the background during most of the discussions and did not express ideas that, based on my online experience, might have contributed significantly to the larger discussion. Second, the ideas discussed in the online forums were more thoughtful and detailed than most of those in the on land class; I believe that the chance to think things through privately before posting allowed for careful deliberation of both what to say and how to say it. And third, the requirement that students “talk” to each other in the discussion forums resulted in very respectful and personalized responses. While I weighed in on the discussions, the discussions were really conversations between the students themselves; sometimes it seemed like my own posts were superfluous! This was very different from the traditional format where so many comments, even if I tried to redirect them, were from the students to me rather than to each other.

Fourth, knowing that the online class lacked the energy of the actual students’ presence during the lectures, I needed to make sure there was great variety of materials for students to review each week and thus expanded readings with more internet sites and videos than I had used in the traditional format. I think this helped students stay engaged, and appealed to different ways of learning.

Finally, I want to note a change that I made in course expectations mid-semester. I assigned lots of readings each week. In reviewing early student discussions, I could tell that not every student read every assigned article (which I am sure happens in on land classes as well! It is just harder to track). I had a couple of choices: 1) I could decrease the number of readings and hold students accountable for reading all of them through a grading process, or 2) each week, I could continue to assign multiple readings, videos, etc., and even expand the number of offerings related to the week’s topics, and allow students to choose what to read. The second choice felt less conventional but more attractive to me, as an experiment, so I took it. The result was that – while not everyone reviewed everything, everything was reviewed and posted about by someone, AND students read posts about things they had not chosen to read, learned something, and contributed to the discussion. What I personally liked about this option was that it allowed me to post LOTS of interesting material each week that might otherwise, in an on land class, not get presented; I think the students were thus exposed to more material through the discussions.


Reflections and Next Steps

I was satisfied with this first offering of the online version of PSY645 Environmental Psychology, and with the outcomes for the project. First, I believe that the efforts to structure the course with careful sequencing, specific readings, and a focused lecture on “Civic Discourse” contributed to the students’ abilities to tackle challenging material and to discuss it with peers both bravely and respectfully. I also believe that this experience is one that many students will carry with them into their professional and personal lives. Second, most students seemed to appreciate the multiple formats in which information was presented.

I enjoyed learning how to present an online class and hearing from students about ways to make the process even better. I will be teaching the course again in a six week format during Summer 2017 and will make a few changes in it, including the following:

  1. I will provide more instruction in online/tech processes at the start.
  2. I will be more thoughtful about the posting schedule, particularly since students will be doing two class sessions per week.
  3. I will do a weekly individual check-in with each student via email.
  4. I will do also quick surveys each week about how the class is going, so that I can make adjustments in terms of pace, content, and load.
  5. I will be intentional at the outset about the “I am offering scads of material for you to review each week; you must read X and you can choose among the other materials” format.
  6. I will continue to offer a field trip (group or individual) activity.

References

Arao, B., and Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. Landreman (ed.), The art of effective facilitation: Reflections from social justice educators (pp. 135-150). Sterling, VA: ACPA

Palmer, P. (2011). Healing the heart of democracy: The courage to create a politics worthy of the human spirit. San Francisco, CA: Jossey-Bass.

Dr. Michelle Doas – Nursing


Project Overview

This project involved integrating SWAY technology into NUR 407, a course in the RN-BSN program.   NUR 407 introduces registered nurses to the research process.  The formal research process is foreign to most students in the program. Thus, a main goal was to bring specific research concepts and principles down the ladder of abstraction, by integrating connections into clinical practice.  These types of connections can assist students in seeing how the research process can be applied to daily professional practice.


Planning Process

NUR 407 is an online course offered over a seven week session.  In this particular course, professional experience as a registered nurse was between 1-2 years. Additionally, for some students this was one of the first courses taken in the program, for others it was a course taken towards the end of the program. Therefore, I considered which type of technology could meet the primary goal along with not being overwhelming to the student.

A variety of technologies to augment online learning were assessed for appropriateness and user friendliness.  It was determined that SWAY met these criterion.  The SWAY interface revolves around a storyline (selected by the user), into which users add a series of cards.  Each of these are cards are filled with content that is applicable to the storyline.  Various cards are available for different types of content and can be grouped together into sections.  Content intended to be the user’s narrative can be easily rearranged, deleted or adapted.  This flexibility allows stories, based upon educational content to be created in SWAY.   This approach is readily adapted, efficient and free-flowing.   It can serve as an alternative to PowerPoint presentations.  Unlike PowerPoint, there is no option for creating content in SWAY itself.  Content must be uploaded into the software as it’s intended to be used or it can be pulled directly from different sources from within SWAY.  Current sources include You Tube, Facebook and Flickr.

Figure 1: NUR409 SWAY Example


Implementation

To integrate SWAY into the course, I reviewed course content that was less familiar/more abstract in order to integrate SWAY accordingly.  I then identified relevant topics, searched the literature, and developed a SWAY.  Additionally, a Bubbl.us (concept mapping) exercise and Survey Monkey (assessment purposes) were built into the SWAY.  I did a brief introduction of each technology piece and encouraged students to reach out with questions. In order to use Bubbl.us, students had to create an account, which had no associated costs.


Assessment

Assessment was conducted by integrating a brief Survey Monkey questionnaire within SWAY. The majority of students rated SWAY and associated tools, i.e. Bubbl.us as positive learning tools.  Likewise, the majority of students had never been exposed to these types of technology.

Students expressed an appreciation for doing something “visual” that assisted in clarifying meaning of abstract content. Additionally they were able to make connections between abstract research concepts and daily clinical practice. During the latter part of the course, students revisited SWAY content and commented on its effectiveness in meeting course objectives and overall learning.

Student Feedback 1

Student Feedback 2

Student Feedback 3

Student Feedback 4


Reflections and Next Steps

I plan to more fully integrate SWAY into graduate nursing courses, as applicable.  The wide array of topics, visuals, and technologies that can be integrated into SWAY make it a viable technology for both undergraduate and graduate level courses.  The user friendliness, ability to engage students and overall creative approaches make it a highly useful tool.  Additionally, its usefulness allows for creatively highlighting specific educational content.  I will continue to integrate both Bubbl.us and Survey Monkey into future SWAY presentations.

Deanna Hamilton, Ph.D. Counseling Psychology


Project Overview

My technology fellows project was not terribly creative.  I have been resistant to the idea of creating online classes, but I know that there are online instructors who do an incredible job teaching in that format, and I also know that students will benefit if I learn some best practices of online teaching.  So, during Fall and Spring semesters (2015-2016) I turned three class meetings for the Human Development across the Lifespan course into online classes.  I used various technological components for each of the three classes and I surveyed students about different aspects of the online classes.


Planning Process

In planning my project I considered how to reach the course learning objectives via online activities.  All of the activities for the 3 online class meetings were asynchronous through the Moodle shell created for the class.  The course, Human Development across the Lifespan, (graduate level psychology) has one overarching objective “Upon completion of the course, students will be able to describe major concepts and empirical findings related to human development.”  This objective is operationalized across four learning outcomes:

  1. Theories of individual and family development and transitions across the life-span
  2. Theories of learning and personality development
  3. Human behavior, including an understanding of developmental crisis, disability, exceptional behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior
  4. Strategies for facilitating optimum development over the life-span

I used technology to substitute an online learning environment for 3 different on the ground class meetings.  I modified the assignments and activities that I do in person to fit the online format.

For each of the three classes I used increasingly more technological tools.  For each online class there was at least one activity that addressed each of the four learning outcomes.  For example, in the third online class students watched and critiqued videos/articles describing the transition to emerging adulthood.


Implementation

The structure of the graduate level human development class (meets one time per week for 3 hours) is that each week a different age group is the focus from a physical, cognitive, and psychosocial perspective.  I first identified three weeks of content that I believed could most easily be translated to an online format.  The first online class occurred three weeks into the semester.  The topic was cognitive and emotional development in early childhood.  The second online class occurred at week 5 and the topic was cognitive development in middle childhood.  The third online class occurred near the end of the semester, week 13, and the topic was cognitive and psychosocial development in emerging and middle adulthood.  Please see below for the specific description of the class activities.  Though all of the technology I attempted to use did work (miracle!), my plan B was to do the most basic online course by simply posting activities to Moodle (like in my first online class).

First Online Class:
PowerPoint slides posted to Moodle, a Microsoft Word document explaining the activities for the day (below).

Figure 1: Human Development Fall 2015 Moodle Week 3

Online class information sheet (posted to Moodle to guide students through the online activities)

1).  After you have read the textbook chapter(s) (primarily chapter 3, a little bit on 4) go through the PowerPoint presentation. Are the concepts making sense?  Are you able to connect the ideas in the PowerPoint with the info in the text?  Think about how it relates to the counseling work you will do in the future.  You’ll do a closer reading of the slides after this overview (about 40 minutes)

2).  Return to slide #2 (it says typical development at the top).  There is a link to a TEDtalk that summarizes some of what we know about prenatal learning. The name of the talk is “what we learn before we are born.”  First, watch the talk.  Then, write down one or two of the findings that you found most interesting.  You can hand write this on a piece of paper or you can type it on a Microsoft word document – either way you will need to show me the document (on your computer screen or the paper where you wrote your responses) next week in class. (video 17 minutes, response 10 minutes = 27 minutes total).

3).  Slide #3 summarizes some of the postnatal milestones of “normally” developing motor, visual, and auditory skills (highlights from the table on page 83 of your text).  Take a look at the slide or the table on page 83, write down one or two of the processes that surprised you in terms of when then developed or what other processes were developing simultaneously, or anything that you found interesting about the development of milestones across the first 5 years. (about 8 minutes)

4).  Slides #4 & 5 provide an overview of Piaget’s theory.  Do they make sense?  Now take a look at the Biographical sketch on page 80 of the book and/or the PDF from an article of his that is on the moodle page.  What comments or observations do you have about Piaget, his writing, his background, or his theory?  This should be a couple of sentences. (about 15 minutes).

5).  Slide #6 describes the substages of Piaget’s sensorimotor stage.  Note:  you will not have to memorize the substages, I just wanted you to see that they exist.  Can you summarize what generally occurs over the Sensorimotor stage?  What would be the newspaper “headline for this stage?  (about 5 minutes).

6).  Slide #7 describes the concept of object permanence (also refer to pages 84-85 in the text).  What’s the big deal about “object concept”?  Why is having an object concept so important to cognitive development? (5 minutes)

7).  Slides #8 & 9 describe other ways of measuring infant cognition (other an Piagetian methods).  The depiction of Baillargeon’s research is different than page 85 of your book (just a different version of the same type of research).  What do you make of the difference in development of object permanence as found by Piaget (in the first year) as compared to more recent research by Baillargeon and colleagues (as young as 2.5 MONTHS!)?  (10 minutes)

8).  Take a look at the YouTube video showing examples of Piagetian conservation tasks.  You will see children in the preoperational stage who fail the tasks (give the wrong answer) as well as older children (in the concrete operational stage) who pass the tasks.  Based on the information on the slides (12 & 13) and the text (pages 92-95, section on Preschoolers’ cognition – though our text focuses on numbers, Piaget looked at conservation through different types of tasks) what make preschoolers thinking illogical?  How come they fail the conservation tasks?  (video 3 minutes, response 7 minutes = 10 minutes total)

(if you Google “Piaget conservation task, YouTube” it is the first thing that comes up).

9).  Piaget described preoperational egocentrism as measured by the three-mountain task.  Take a look at an example in this YouTube video — keep this in mind as we continue to discuss perspective taking ability. (5 minutes)

10).  Slides #15 & 16 describe some information related to the concept Theory of Mind (pages 95-99 in the text, section in Chapter 3 “Understanding the Mind.”  Is this a concept with which you are familiar?  Why is it important to our cognitive and psychosocial development?  Review the information and get a feel for the concept and how it is measured.  This is something we will discuss further in class.  (10 minutes)

11).  Slides #17-19 provide a very brief overview of some language development milestones.  Entire courses are taught on the topic of language development.  At this point, familiarize yourself with the general progression of language development.  Then, consider the finding described on page 104 of the text related to the difference in vocabularies according to how much parents talk to their children:  “In a 100-hour week, a toddler in a professional family might here 215,000 words on the average, in a lower-middle-class family children here about 125,000 words, and in the poorest homes about 62,000 words.  All of the children learned to talk on schedule, but the differences in parental input were correlated with the children’s vocabulary measures by age 3.” (Broderick & Blewitt, 2015).

What does this research suggest about the importance of caregiver-child conversation?  You do not have to write anything down, just think about it.  (5 minutes)

12).  Slide #21 describes some important terms developed by Vygotsky.  Use the slides and the text (starting on page 105, section called “Vygotsky’s sociocultural theory”) to make sure you are familiar with the important contributions made by Vygotsky in understanding how young children learn.  (5 minutes)

13).  Slides #24-27 provide an introduction to some of the important points from Chapter 4 (Emotional Development in the Early Years).  Review the concepts on the slides (5 minutes).

Then, using your favorite search engine, find something that has been posted related to the emotional development of children.  The idea is to pretend that you are a parent who is looking online and reads something about young children and their emotional development.  For example, when I just did a google news search for “young children emotional development” the first thing that came up is an article with the title “Is your child a psychopath?”

Next, quickly skim whatever article/video/tv clip that you find.  This SHOULD NOT be a scholarly or peer reviewed piece.  How do you understand the article / news item that you found in relation to the information that you have read on emotional development?  Please post the title of what you found and your reaction to it on the forum post that is on the Moodle page for today.  The post should be no more than a sentence or two.  (15 minutes)

14).  On the Moodle site for tonight there is a PDF for an article called The Origins of Attachment Theory:John Bowlby and Mary Ainsworth we will use the article as part of our discussion next week.  Please spend 15 minutes going over some of the article.  At this point you do not have to do a super close reading of the article, it just provides a great overview of the attachment literature and is a really good reference to have – we will talk about it next week!!!!!!!!!!!

Second Online Class:
Narrated PowerPoint slides posted to Moodle, a Microsoft Word document explaining the activities for the day, and introduction video (recorded on my iPad and uploaded to Moodle) of me welcoming them to class and giving them the plan for the day.

Deanna Hamilton video

Figure 2: Intro Video

Online class information sheet

Part I.  The Bridge (20 minutes total)

  • Please look back at the last online class activities that you completed (Sept 15th). Please identify one area / concept / idea that needs further clarification.  Please post your question to the Moodle Forum.  I will try to make sure I’ve prepped answers to all (or most) of your questions by the time we meet next week.

Part II.  Paper Portion

  • Go through the plagiarism PowerPoint that is posted on Moodle. Some of it may be review, but it is really important to keep in mind as you start to work on your papers. Let me know if it makes sense or if you have any questions – you do not have to upload anything or write anything down. (30 minutes)
  • Check out the example papers that are posted on Moodle (located in the section for this week). What are some initial ideas you have about how you will organize your paper?  What are some of the sections that will be involved that you’ll want to make sure to cover?  You do not have to upload this anywhere, just be prepared to talk about it / show me that you gave it some thought.  (30 minutes)

Part III.  The PowerPoint for Chapter 6

  • Go through the Middle Childhood PowerPoint (45 – one hour…but probably less. A couple of the slides are narrated)
  • Go to slide #11 – Selman’s Stages of Friendship. (15 minutes).  These stages are described on pages 231-234.  You do not have to write anything down, just see if you can imagine what “friendship” looks like at the different stages.
  • Glossary activity (30 minutes, probably less). There is a tab in the Moodle section for this week that says “glossary.”  Go through Chapter 6 and choose any of the concepts or ideas that are described in the chapter.  Use the paraphrasing skills you practiced in Part II of this assignment to make a glossary entry for that concept or idea.  Basically, describe one of the concepts or terms from the chapter in your own words using the glossary tab that is set up for you in Moodle.

Third Online Class:
A video of me teaching class that was recorded using the SWIVL video capture system. Throughout the “lecture” I directed students to online activities that they completed via Moodle, I also created an online class information sheet (below).

Part I (maximum amount of time to spend on this section is 1 hour, it is ok to spend less)

The slides begin with a review of the ideas related to emerging adulthood, which is where we ended class last week.  Please go over and/or listen to that slide (#3).  Reflect on what you think about emerging adulthood?  Do you believe it is a new stage that is independent from adolescence and young adulthood?

Next watch the following videos (if you can’t watch the videos, that’s ok, I just think they are brief and super helpful in seeing the two people who often write / research about emerging adulthood.  After the videos, read the Generation Me and Generation We article.

Jeffrey Jensen Arnett: Emerging Adulthood Video

Twenge: Generation Me Video

Next, do a brief forum post (a couple of sentence) on a). which perspective / article you find more persuasive? B). what it is that you find compelling? and c). how this information (related to emerging adulthood OR generation me) may be helpful to counselors?

Part II (maximum amount of time to spend on this section is 30 minutes, it is ok to spend less)

Take a look at / listen to the video for slides 4-12.  Contemplate the information.

Part III  (maximum amount of time to spend on this section is 1 hour, it is ok to spend less)

Look at / listen to the slides on the Five Factor Model of Personality (#13 & #14, pages 483-485 in your text).  Next take the following “big five” assessment (there are loads of these measures available on the internet. This one is free and comes from a reputable group of researchers.

Upload a couple of sentences about what you thought was interesting, useful, problematic about this way (the five factor model or the actual measure you took) of understanding personality and how it may or may not be useful for counselors.

Part IV  (maximum amount of time to spend on this section is 30 minutes, it is ok to spend less)

Look at / listen to the information on slides 15-21.  What comes to mind when you think of the term “midlife crisis?”  Then watch the following video, or if you are having trouble getting the video to work you can read the article The Real Roots of Midlife Crisis (from The Atlantic):

What do you think about the idea of a “midlife crisis?”  Is it a “real” or useful construct?  Is it more helpful to think about the notion of turning points?  How so?  Write two sentences-ish of a forum post.


Assessment

I assessed my project by asking students to complete an anonymous survey after the online classes (see below).  While I have not done a formal analysis of the responses, a frequency count indicates that, in both sections, no students (0/40) reported “learning more” in the online format.  In the Fall semester, 90% of students reported “learning less” in the online classes.  In the Spring section, students were evenly split between those who reported learning less (49%) or about the same (51%) in the online format.  The most common reason students felt they learned less had to do with preferring the in class meetings and discussions (finding the in person setting more valuable).  Students indicated that they enjoyed the time flexibility of the online class (could complete it in chunks or whenever they had free time) as well as posting/responding to forums.

Online Classes Feedback Form

  1. As compared to “in person” class meetings I felt like the online classes led to:

Please Circle One

The same amount of learning
More learning
Less learning

  1. If you indicated more or less learning in your answer above, could you explain some of the reasons why?
  1. One thing that felt really useful about the online classes was (your favorite activity)…you can list more than one thing 🙂
  1. One thing that you really didn’t like about the online classes (or would like to change; your least favorite activity)…you can list more than one thing J
  1. Ideas and / or suggestions for future online class meetings?

THANK YOU!!!!!!!!!!!!!!!


Reflections and Next Steps

All of the technological components of the classes worked well (Swivl, uploading video, various Moodle activities), and I certainly felt like I had support to make the project happen.  The thing that didn’t work so well was my attitude and the attitudes of the students.  That is, the first semester I tried the online classes I was not very confident that it would “work” in terms of helping students to meet the class objectives, and my lack of confidence translated to (or at least contributed to) students’ dislike of the online meetings.  The second semester, I felt more confident about the online classes and students seemed to be more accepting of the format.

There is not much I would change.  I did the three different formats in order to “experiment” with what worked best with the course content (which was informative), and I think the variety helped keep students interested.  I may narrate more of the PowerPoint slides and have more “interactive” activities such as forums to increase synthesis of the content and facilitate student engagement with the material.

I have two goals for year two.  First, I am going to put one or two other age groups in the online format – it was really great to have the online versions ready to go when two of the weeks were snowy and icy during the Spring semester.  Second, I am going to work with Jen Morse to figure out the best way to use a writing app (Noodle Tools) to help students construct the research papers they write for the course.

Diane Hunker, Ph.D. Nursing


Project Overview

My goal for year one of the Faculty Technology Fellowship involved expanding the ways that I have promoted visual communication with my online students. Some specific activities that I wanted to implement included using video messages to provide feedback and information to students rather than inserting a text box or forum message.  Other ideas to overall enhance the visual communication with students involved the use of images/photos in the Moodle shell, the use of a standard Panopto Welcome message to be placed in all courses being taught by me, and uploading a personal profile photo in Outlook.


Planning Process

Since the curriculum is set for all programs in Nursing and the assignments are also prescribed, my goal was to focus on the student experience and likability of the courses. I found that some of the tools already available to us as part of Moodle can be cumbersome and not always quick and easy to use. I wanted to find a solution that can be done with little notice, planning or effort. I also wanted to be able to grab my iPhone or iPad when I thought of something I wanted to tell my students. By videotaping a message in this way, I was able to substitute it for a written message. This provided a different means in which to quickly communicate with students. Ease of accessibility and convenience were most important when searching for a solution.


Implementation

With the help of Lauren and Becky, I identified “Capture” as an application on my YouTube Capturehandheld device that could be downloaded for free. Using my handheld device (mostly iPhone), I was able to record and store a video message wherever I was at the time.  After the Capture app was downloaded, all I had to do was open the app and search for the video I created for my students using my iPhone video recording function. I selected to “upload” it and after a few minutes, a URL was created for private use. For step-by-step instructions on using Capture, please read these directions. Finally, I emailed this URL to my Chatham email, and then coped and pasted it in a Moodle Course shell into the applicable block (week). By posting the URL as a Label in Moodle, the video box displayed in the course rather than just a link.

Diane Hunker Capture

Figure 1: Capture Video in Moodle


Assessment

The assessment was informal and based on student and faculty feedback. Students seemed to like the informality of the message and the ability to see and hear me. A faculty member who first saw the video message in my course said she was surprised to see the video and thought it was a friendly way in which to communicate the students. Some faculty didn’t like the “close up” effect of the video if you held your own hand held device in your hand while you were recording (kind of like a selfie). A way around that would be to rest it someplace at a suitable, desirable distance for recording. Some faculty thought this seemed much more convenient than Panopto whereas other faculty found Panopto to be just as convenient.


Reflections and Next Steps

Being an online educator for the past 9 years, my courses/programs were already developed to adequately capture formative and summative assessments. All content and assessment methods in each course were designed well to capture the accreditation requirements for the various nursing degrees. My goal as a tech fellow is to find easy, convenient solutions to use technology as a tool for student and faculty workflow, promote student satisfaction, and foster faculty and student relationships. A future project will involve the use of technology to help further explain content or projects that are found to be more difficult for students to grasp. By using technology to aid in student learning of a particular component of the curriculum, student work flow and satisfaction should improve.

Jennifer Lape, OTD Occupational Therapy


Project Overview

As part of year 1 of my Technology Fellowship (2015-2016), I wanted to focus on enhancing feedback to online doctoral students on their capstone projects, and improving the peer review process already in place within the occupational therapy doctorate (OTD) capstone courses.  As a result, I explored the use of Turnitin’s GradeMark and PeerMark in detail, and piloted use of these tools in several courses.  As part of this process, I also undertook the task of revising the analytic rubrics for each of the 6 capstone chapters.


Planning Process

In planning this project, I had to consider both the course learning objectives as well as my personal goals for the project.  In the OTD program, students take a series of evidence-based practice courses designed to guide them through the development, implementation, and evaluation of their doctoral capstone projects.  This process includes the writing of 6 capstone chapters with peer review integrated throughout the courses.  Goals of peer review include helping the students to increase the quality of their work and to emulate the peer review process inherent in pursing publication, since this is also an objective of the courses/program.

Previously, the peer review process involved instructor pairing of peers, exchange of papers among peers, and general provision of feedback to each other using the assignment rubric as a guide.  In the past, both instructor feedback and feedback from peers was delivered via the Track Changes feature in Microsoft Word.  This process entailed downloading the student’s file, pasting in the rubric, saving to your computer, adding comments, completing the rubric, resaving, and then uploading the feedback file to Moodle.  This process is cumbersome and time consuming, so my personal goal was to streamline the process and be able to provide each student with richer feedback in a timely manner.

Goals for the project included:

  1. Improve the quality of feedback/grading provided on student assignments, to increase quality of student work and student satisfaction and decrease instructor time commitment. (Technology used to augment, modify)
  2. Improve peer review process to improve quality of student writing/publication. (Technology used to modify)

Implementation

The first step in the project was to redesign the analytic rubrics for the capstone courses.  The prior rubrics were analytic in the sense that they listed the assignment criteria with each criteria having 4 possible scores, including outstanding, meets criteria, approaching criteria, and below expectations.  Since these courses are taught by several full time faculty, as well as adjunct faculty, it became apparent that the scoring needed to be more objective.  A variety of resources on Bloom’s taxonomy and rubrics were consulted in development of these rubrics.  Weighting was also used for assignment criteria to emphasize categories according to course objectives.

redesigned rubric

Click to see redesigned rubric.

Next, to improve the quality of feedback that students both give and receive in the peer review process, structured peer review questions were developed for each capstone chapter via modification of questions within the PeerMark library.  For example, these are the peer review questions for the chapter 1:

Scan this paper for errors in formatting of in-text citations, direct quotes, and the reference list. Give several examples of these errors, if they exist.
Question type: Free Response
Minimum answer length: 5
Does the writer use sufficient evidence/references to support the existence of and the need to address the identified problem? If yes, explain your rationale for this answer. If no, explain where support is lacking and how this section of the paper could be strengthened.
Question type: Free Response
Minimum answer length: 100
How effective was the writer’s use of language related to readability and clarity of the subject matter? Very effective would be similar to the language used in professional journals.
Question type: Scale
Highest: very effective, Lowest: very ineffective
Does the writer give a clear and concise description of the setting (omitting all extraneous details and leaving no unanswered questions)? Please provide the rationale for your answer as well as suggestions to improve this section if necessary.
Question type: Free Response
Minimum answer length: 100
Does the writer acknowledge all applicable supports and barriers in the setting? Provide suggestions of additional supports and barriers to be considered if applicable.
Question type: Free Response
Minimum answer length: 1

Next, the revised rubrics and peer review questions had to be entered into Turnitin within Moodle, and I had to test/pilot these features to be sure that I understood the functionality and settings available.  An additional benefit of using Turnitin, is the availability of the originality report, since these capstone assignments involve increased use of external resources, quoting, and citations.

I also had to consider that this would likely be NEW technology for most of the students, so tutorials on how to navigate the technology would be necessary.  As a result, 4 videos demonstrating how to upload a paper to Turnitin, how to retrieve instructor feedback, how to complete a peer review, and how to access peer review comments were created by Instructional Technology and posted within the courses.


Assessment

I assessed the project both formally, through a survey created within SurveyMonkey, and informally via dialogue with students during synchronous classes, an onsite visit, and phone conversations.  Some info about the project was also gleaned from Chatham course evaluations as several students commented on this process in those evaluations.  These formative assessment methods revealed the following:

  • Some students struggled with navigation of the technology, but not all students took advantage of the how-to videos posted within the course. An extra synchronous online class was held to answer students’ questions specifically about Turnitin & PeerMark.
  • 56% of students who responded to the survey said they preferred feedback via Turnitin (as opposed to the Track Changes files within Microsoft Word) or liked both methods equally.
  • Features that students liked best about Turnitin: the originality reports, audio feedback from the instructor, ease of use and retrieval of feedback, variety of options to mark papers with ease.
  • Students struggled with the use of PeerMark to complete the peer review process. Issues included: difficulty with technology, not viewing how-to videos, mismatched pairs for review resulting in some students getting multiple reviews of their papers and other students getting none.
  • Despite these glitches, the average of all student responses to the question “How valuable do you feel the peer review process is to the capstone process on a scale of 1 to 10? (1=not valuable at all; 10 = extremely valuable) was 7.5.
  • 88% of students reported utilizing outside sources to verify information when completing their reviews of peers’ papers and reviewing others work helped them to better understand course content and strengthen their own work.
  • As an instructor, I also felt the comments students made on their peer reviews were more appropriately directed toward the content and of higher quality than previous.

Reflections and Next Steps

I consider the use of Turnitin’s GradeMark a success.  Students had little issue with submission and retrieval of feedback via this system and I found it easier to give detailed feedback.  I particularly valued the ability to record an audio comment with each assignment and to save custom QuickMarks for use in future papers.

The use of PeerMark for the peer review was definitely a challenge on many levels.  Going through the process helped me to hone the questions that students answered about their peers’ papers, and to realize that the students do understand the purpose and value of the activity.  As a result of the issues encountered with this process, I’ve moved the peer review process to an online forum within Moodle, but continue to have students answer the more detailed questions.  I’d consider piloting the use of PeerMark again in another course, but would likely opt to hold a live synchronous class to review the process, in addition to posting how-to videos in the course.

My goals for year 2 include:

  1. Trying to use Turnitin on the iPad for grading on the go!
  2. Exploring a reference manager, such as Mendeley or Zotero.
  3. Exploring software for qualitative data analysis that could be accessed remotely for online students.

Beth Roark, Ph.D. Art


Project Overview

As an art historian, priorities of each class I teach include providing access to visual resources of excellent quality, increasing students’ ability to analyze works of art from a variety of perspectives, and encouraging students to exchange ideas and insights about what they see.  While the classroom has always been the primary site of this exchange, which I generally facilitate, I sought opportunities for student-directed experiences where they could share with each other.  I determined that this was particularly necessary in the two writing intensive classes I teach, which combine students with extensive art history backgrounds and students with little understanding of how to approach works of art.

During last summer’s Technology Fellows workshops, introduction to VoiceThread, a cloud-based interactive tool focused on creating a true presence among its participants, allowed me to envision accomplishing these objectives: providing high-quality visuals with which students could interact using multiple tools, communicating with each other and sharing ideas virtually, and improving the content and written quality of their papers.


Planning Process

I teach two writing intensive classes, ART 213WX Special Topics: Women and Art and ART 309W: Art + Land: Artists Engage the Environment.  For each course a learning objective is increasing visual literacy, or the ability to articulate, in both oral and written form, what distinguishes a work of art.  Written assignments in writing intensive courses are to be discipline specific, and analyzing works visually is a fundamental step in evaluating and assimilating the objects of study.

The first paper is a visual analysis of a work of art from the Carnegie Museum of Art’s permanent collection.  Students visit the museum on their own and select a work from a list of options I provide.  For ART 213, the works are either by woman artists or address women as subjects.  For ART 309, the works are typically landscape paintings from the 18th through the 21st centuries.  After readings and class time spent reviewing visual analysis as a methodology, students write papers assessing their selected work’s basic visual qualities, such as line, shape, space, and color, and address more complex issues of composition such as symmetry, rhythm, and focal point and emphasis.  They also consider whether or not their work of art reflects any of the issues about women and art or artists and the environment that we have addressed in class.  Despite efforts to prepare students to successfully complete the assignment, there was always a discrepancy between those who had previous experience with visual analysis and those who had not.

I sought a tool that would enable students to help each other with this assignment outside of class time, allowing the more experienced students to work with those with less experience.  I created groups of three to four students; each group had at least one seasoned art history student whom I spoke to in advance about acting as group leader. This is the VoiceThread assignment for the first paper in ART 309:

VoiceThread Assignment

Obtain an image of your work of art. You can see if the image is available online by doing a Google Images search (some works in the collection are, some are not).  Images of most of the works are included on the Search Collections feature of the Carnegie Museum of Art’s website, but I’ve found that these are small, low res images that may not work for this assignment).  You can take a picture of it at the museum with as long as you don’t use a flash.  In addition to the whole work, you might want to take pictures of particular details that interest you.

Create a VoiceThread with your work of art.  Becky Borello will review how to do this in class and I will post tutorials on VoiceThread on Moodle.  Your VoiceThread should include an image of the full work of art, and any of the details you want your group members to look at.  You should first complete a preliminary formal analysis so you can recognize what aspects of the analysis you still have questions about.  Then use the text, video, or audio feature on VoiceThread to ask your group three questions about the work that you’re having difficulty figuring out, and provide some of your own insights. Finish your VoiceThread by Jan. 29 and make sure when it is done to “share” it with the class.  I will be viewing the VoiceThreads to make sure you’ve completed the assignment correctly and this will contribute to your paper grade.

Each student will look at the other two to three VoiceThreads created by their group members and respond to the questions posed or share your own observations by Feb. 3.  This is intended to help you determine the important points of visual analysis you should address in your paper – instead of having only one set of eyes on the image – your own – you’ll have 3 or 4 sets!  I will also review the responses and this will also contribute to each student’s paper grade.

A personal goal of this assignment was building relationships between the students at the beginning of the term that could serve them in future assignments and exams.


Implementation

The first term I attempted this project, I assumed the students were more tech-savvy than they actually were.  Only three students had previous experience with VoiceThread.  I provided online tutorials about VoiceThread and instructions about my expectations for the assignment but the results were mixed.  Several students had difficulty with the technology, especially sharing their VoiceThreads with the rest of the class.  Others misunderstood the expected combination of their own analysis and questions for their group members, either providing only the analysis and asking no questions or asking questions only and providing no analysis. There was a wide range in the quality of the projects and the responses of the group members.  I did not comment on the projects or the responses. Because this was a pilot, I did not consider the VoiceThread as part of their paper grades.

The second term I clarified the assignment and invited Becky Borello to the class to introduce VoiceThread.  This term I had no issues with the technology or the expectations of the assignment.  Each student completed a detailed analysis of their work of art, generally using the written or oral tools on VoiceThread (a handful used the video tool as well) and asked appropriate questions.  Many used the colored “pencils” to further clarify their points by drawing on the images.  Some students also used more than one slide to emphasize particular parts of the images they had questions about.

Group members not only responded to the questions the creator of the VoiceThreads asked them to consider, but added unsolicited observations to help the creators recognize important points. Here are three samples of what the VoiceThreads looked like.  The initials/pictures on the right side indicate who made the comments.  In the first example, you can see that the student has “drawn” on the image with the red pencil to identify the painting’s repeated horizontals:

VoiceThread, Roark

Here is an example of a student using the video/webcam tool:

VoiceThread, Roark 2

In addition, I listened to all of the VoiceThreads before the papers were due and commented myself on the students’ preliminary analyses, reconfirmed important points made by their group members, and added any additional points they should consider in writing their papers. The third example shows my picture at the right and the drawing I did to demonstrate linear perspective in the image.

VoiceThread, Roark 3


Assessment

I assessed the VoiceThread assignment informally based on the quality of the papers produced.  In comparison with past years, I found that the papers were more comprehensive.  Previously, students would often work through the points of analysis in order and simply stop when they reached the page limit, often disregarding important considerations.  The feedback from their classmates encouraged them to consider points they were uncertain about or hadn’t thought about, and figure out ways in which to balance the papers’ content to include all information of significance within the page limit.  The result was much improved papers (and better grades!).  While I didn’t notice a significant improvement in writing skills compared with past terms (as the first paper, we had spent little class time on writing skills), I did see greater clarity in organization.  The papers’ organization was often much more organic than simply responding to a list of points in order, grouping related information and using clearer transitions.

I was pleased to see group members sitting together in class, talking with each other more frequently, and forming study groups that led to improved exam grades.


Reflections and Next Steps

I hope to expand the ways in which students in writing intensive courses can use VoiceThread to exchange information about other works of art, perhaps as a tool to prepare for exams and their term-length research projects.  New groups would be created so students could get to know other classmates.

I will be on sabbatical during Fall term ’16, but will be teaching ART 213 during Spring term 2017 and plan to further refine and expand the project.  I would encourage students to use more of the tools VoiceThread provided, such as leaving comments with a smartphone.  I also plan to implement the preliminary assignment mentioned by Bill Biss in his blog, having students do a short VoiceThread on a simple topic to familiarize themselves with the technology and especially the use of the video/webcam tool.

I would also like to perform a more formal pre- and post-assignment assessment.  The pre-assignment assessment would analyze the student’s familiarity with VoiceThread, which would help determine what the introduction to the technology needed to accomplish.  The post-assignment assessment would ask specific questions to elicit student opinions about the usefulness of the exercise, whether or not it helped with the content and writing of the papers and in what ways, and advice for improving the experience.

Sheila Squillante, MFA Creative Writing

Overview

During last summer’s Technology Fellows workshops, my primary goals were to learn technologies that could help instruct and connect our low-res MFA students to the program and one another. I imagined focusing on Panopto to record videos of campus readings and talks to share with them. A second, and more urgent, objective emerged, however, when a low-residence student (located in Florida) enrolled at the last minute in one of my on-the-ground classes: The Fourth River practicum. Because we are taking steps to more fully merge the full and low-res programs, we have opened all on-the-ground courses to low-res students should they choose to enroll. So far, we have not had a lot of experience with this, so I was heading into a truly experimental space. I had to quickly put together a course that would work for both populations, and in doing so, tried out several technologies, including Panopto, Skype, FaceTime, Moodle discussion forums, and Submittable.

Planning Process

I knew from discussions during summer workshop that there are real obstacles to creating a truly synchronous learning environment for distance and residence students, both in terms of technology and pedagogy. Skype calls drop. Internet connections fail. And even if they didn’t, requiring a distance student to sit, captive, in front of a screen for three hours at a time would not make for a healthy intellectual experience. I determined that the synchronous component of the course for my student would have to be much shorter if she were to feel engaged and invigorated. I settled on requiring her to be “present” for half of the class time—one and a half hours—and began to construct EIAs that would comprise the rest of her seat time. This also helped mitigate some of the technology problems I anticipated, in particular being able to connect with a remote location reliably every week for that length of time.

Implementation

I planned to have my student use some kind of video-conferencing with her genre group for discussions each week, because I felt these were the two students who would be working most closely with her, and thus would offer the greatest possibility for engagement and connectivity. For the second half of each class, they would meet via video conference to talk about the essays from that week’s submission queue. I allowed them to choose which they preferred and they ended up going back and forth between Skype and FaceTime on the iPhone.

For the rest of her seat time, I did a variety of things, including:

Video:

  • Welcome and regular check-in videos with Panopto, that oriented her to the week’s goals and expectations
  • Guest editor conversations that took place over the course of the term

 Sheila Video


Moodle Discussion Forums

  • Individual, where she would respond to my orientation videos with questions or comments about the week’s expectations;
  • Whole-class, where everyone would introduce themselves or respond to various assigned articles about publishing
  • Whole-class, where they would upload blog posts, and then comment on their peers’ work

Moodle discussion forum

Submittable

This is the online platform The Fourth River uses to accept submissions. It includes text boxes that allow student editors to have substantive discussions about the merits of a piece of work. Students anywhere can log into this system with a free account, and it is quite easy to use.

Submittable


Assessment

The students ended up finding that FaceTime worked best for video conferencing, in part because they all had Apple phones, and in part because the low-res student’s internet connection was often unreliable. The low-res student commented that she liked the Panopto videos both because they helped her feel connected to me—to see my face and  hear my voice, as opposed to being just an email filled with instructions each week–and because they helped her feel like she was experiencing some of the same in-class learning as her peers. All of the students commented that while the Moodle forums were functional, they felt a little removed from the class experience, and that they didn’t work as well for critiquing work as they did for general responses to articles. From my perspective, they worked well—especially for quieter students– for inspiring thoughtful, thorough conversations. Everyone agreed that Submittable was reliable and streamlined.

Value/Next Steps

I think for a last-minute effort, the course adaptations worked well enough. In the future, however, I think it might make more sense to have the low-res students synchronously “present” for the more pedagogical part of the class, and asynchronous, using the Submittable comment fields, for genre group discussions. Last fall I was most concerned that my low-res student have a robust educational experience and that she feel included in the community to the fullest extent possible. But my overall goal is to make this sort of hybrid class work for all students, full or low-res. Two other options I’m considering are making the class hybrid for everyone, including full-res, and creating a fully online version of the class that will run every other semester.

Kathleen Spadaro, Ph.D. Nursing

Overview

Although the nursing program has been delivering their undergraduate and graduate programs online, I (Nursing) feel the need to continually learn how to challenge the online learner to capture and keep their attention on the content.   I worked with Prezi as a tool to introduce new MSN students to an introductory course that provides the foundation for their learning.  I have been using Panopto in a introductory DNP course, Structure of Knowledge, to define and explain knowledge concepts for a foundational basis of their learning.  With a pilot International MSN track of students from China, I developed a Facebook page for them to post pictures of their cultural experiences and travels throughout the US.

ks

Planning Process

I wanted to provide a different introduction to the introductory course in the newly developed fully online MSN program.  I discussed this with Lauren Panton and decided to explore the use of Prezi because I liked combining symbols with content, movement or connection between concepts, and adding voice explanation.  I spent several technology sessions playing with the software to become more familiar with it.  I then decided what content I wanted to share with the students as an overview of the course.

Implementation

The implementation of the project took some time.  I would recommend having the content be pre-determined and organized to develop a flow from concept to concept.  If you forget a concept, you need to go back, add the new content, and recreate the flow.  I started with picking a design for the Prezi and how I would lay out the content.  I wanted to have content that I could “drill down” from, to add more detail as well as the larger picture for the students to understand both the broad and the underlying  concepts.  I also wanted the final part to end at the beginning.

Adding the content was not too difficult except I would come up with more to add as I went along.  That was a creative process in play which I enjoyed.  The final part was adding the voice description to each of the components.  At first I thought that I just recorded the audio as the Prezi moved through the different components.  However, I found that was not the case.  That part took a while because each of the descriptions was recorded, saved, and then attached to the concept being discussed.

Successes and Challenges

The success was developing a visual overview of the course for the students to introduce them to evidence-based practice.  There were several challenges.  The first was the time it took to record comments and attach them to the components.  However, once I got the hang of it, it became a much easier and faster process.  The second challenge was embedding it into Moodle.  I needed help from Lauren Panton to get it to work for the students.

Assessment

Although there was not a specific assessment of this component to the course, the overall feedback from students was very positive that they had a much stronger knowledge base on evidence-based practice and the role that research plays in the development of evidence-based practice change projects.

Perceived/Determined Value and Next Steps

I do believe that as professors, we need to combine educational strategies to address the different types of learners.  In an online program needs to be diverse in its delivery, thus the need to supplement readings and discussions with visual tools to re-enforce learning.  Next steps will include using VoiceThread for discussion forums, adding brief quizzes using Whiz Quiz to these introductory courses to increase students’ ability to master APA formatting and writing and adding virtual poster sessions using Glogster.  I want to add more technology tools to the DNP introductory course to engage the new DNP students early in their educational process.

Chad Rittle, DNP Nursing

Personal Background

I came to Chatham University with experience in a number of careers. After almost 4 years in the U.S. Navy I embarked on a successful career in the Computer industry.  But after over 20 years I was getting tired of “the grind”.  The last several years involved running a computer services company automating small businesses.  I was spending almost all of my time selling, installing and servicing companies in the Pittsburgh area.  It seemed like a 24/7 operation at times.  I can clearly remember a couple of days before Christmas one year when I was struggling to solve a problem for a customer in Cleveland.  My mind was blank.  After opening gifts on Christmas morning I searched some more for a solution…  I was due to see him at 0800 the next morning.  While resting for a few minutes – the “light bulb” went on and I had the solution.  Going to the computer – it worked!  With all this said and done – I had no desire to return to these days of finding solutions on my own while working all hours of the day and night on the computer.

At Chatham University, teaching online classes in the RN-BSN program there was an encouragement to integrate as much technology into the courses to stimulate learning and keep students engaged.  Many of our students have grown up using computers and a variety of applications – so online learning was not a stranger to them.  Then… there were the small percentage of nurses who were not as comfortable with the online technology – I did not want to “scare” them off!

I began the Faculty Technology Fellowship last spring (2014) wanting to learn what new technologies were available while also anxious about implementing these technologies into my courses.  I did not want to return to the “old days” of figuring out how to make it work and not wanting to be embarrassed when students could not make it work for them.  Fortunately, the Technology Fellowship includes assistance from Lauren Panton and Becky Borello – two very knowledgeable and highly motivated support personnel who are always willing to help smooth the implementation.

Project Overview

My goals were to find out what kinds of tools are available to enhance online courses while gaining confidence in its use.  Solutions selected had to be “doable” by students, full-time and adjunct faculty and across variety of platforms used by all.  By using technology and capturing the interest of students I hoped to encourage all students to be life-long learners.

Discussions with Becky and Lauren focused on the following projects:

  1. I had included in one course a large document describing the Wheel of Public Health developed by the Minnesota Department of Public Health and a number of case studies supporting the model. The exercise asked students to review the 16 areas of public health and then to select a case student and answer a few discussion questions focused on the delivery of public health.  Instead of a large and “wordy” document, I wanted to implement a graphic and interactive approach that would be easy for student or instructor to use.
  2. I had been searching for a way to implement “virtual office hours” for my classes. Being an online environment there was no way to actually meet those “smiling faces” who are out there and for all of us to get to know each other.  This would open the opportunity to have multiple users online concurrently – audio and video – to ask questions and share ideas.
  3. The possibility of recording presentations and embedding them into courses was also a goal. This would include presentations made at conferences, both local and on a regional or national scale.  This would allow the delivery of course material to supplement class objectives that students would otherwise not have available to them.

Project Implementation

Project 1: ThingLink

The first attempt was implementation of the Minnesota Wheel of Public Health Interventions – seen below:

ThingLink
Each of these sections is linked (through a “target”) an actual case study provided by the Minnesota Department of Health.  Since all case studies were designed specifically for public health nurses, I made minor modifications to generalize the content for the typical RN-BSN nurse who works in a hospital setting.

The technology used to implement this application included:

  1. ThingLink – using interactive images helping students develop 21st century skill and enrich their enthusiasm for learning;
  2. The Minnesota Wheel of Public Health Interventions– a collection of stories and case studies to illustrate public health affecting real lives in the community, and,
  3. Microsoft One Drive– providing the ability to access files from PCs, laptops, tablets, Macs and mobile phones

The most time-consuming portion of this project was modifying the selected cases studies and saving them on One Drive.  Once the Wheel was created with all targets, the link provided through ThingLink was used to embed the wheel into the Moodle course shell for NUR409. Along with the case studies the WORD document created includes 3-4 questions for discussion pertinent to that particular case study.

I gave the Wheel a “test drive” with students during Summer Session 3 of 2014 (in NUR404, the predecessor to NUR409) and asked the students to respond to the questions provided and to comment on its applicability to their practice.  The instructions included the following:

“The following image highlights “Getting Behind the Wheel” developed by the Minnesota Department of Health in September of 2000.  It has been used by many public health students ever since.  All the stories provide good opportunities to analyze how the intervention wheel was applied.

I am looking for your feedback to see if something like this is useful to students.  Please pick one intervention activity, click on the target, read the story, and answer the questions provided at the end.  In your forum response, please identify the wheel intervention you are discussing.  The questions may not always be a “good fit” to you this early in the class – so make any suggestions that come to mind.  I am considering enhancing several of these scenarios for future classes.

Your input will assist the instructor in making this course a better experience for students.  Real-life scenarios are often very effective in showcasing the effectiveness of public health interventions.”

Comments

Not all students included comments about applicability in their individual practice but one comment was notable:

“The “Getting Behind the Wheel” seems to be a tool full of interventions that are pertinent to current health care and nursing needs now.  It is easy to follow, being in a color-coded chart.  The stories I read are interesting and paint a vivid picture in my mind.  Reading scenarios like these help develop the intervention more fully in my mind.”

Since last summer (2014) I have included the Wheel each time NUR409 has run.  Unlike the first time it was used, I now include the Wheel in Week 7 of the course.  Asking students to comment on the variety of intervention areas of public health in the last week of the course makes the exercise more meaningful to students.  They have now completed the course and have been exposed through readings and discussions to many of these application areas.  Even though most students are employed in an acute care setting, they will be discharging patients and their families to live in the community.  Patients develop health conditions by living and working in the community.  If nurses understand how the community and work environment affect current health conditions they can be better prepared to educate patients and family to live longer and healthier lives.

I have since “customized” all case studies to ensure better applicability to students working in an acute care environment.

Project 2: WizIQ and Virtual Office Hours

Virtual office hours had been a goal ever since coming to Chatham University.  I first tried Lync that comes with Microsoft Outlook but had mixed success.  I only had 1 student able to easily make the connection with both audio and video.  This involved a couple of attempts over the summer of 2014.  Since it was not as easy to use as desired, and I did not want to discourage students from trying new technology, I put this project on “hold” for a few weeks.

Then, Becky introduced me to WizIQ Live Class.

WizIQ
This is a feature of Moodle, part of every class, and allows up to 4 students to be video-connected concurrently (along with the instructor) and others to have audio while the instructor can switch users from active to inactive on the video feed at his discretion.  The class is notified in the Introductory Block of Moodle in the first week of class with a couple of reminders prior to the Virtual Office Hours in Week 3. The announcement looks like this:

There will be a Virtual Hours Office session on Tuesday evening, March 17, from 7 – 7:45 P.M.  I invite all students to participate.  This is an opportunity for all of you to meet each other and speak with the instructor.  If you have any questions, especially about the written assignments, this is your opportunity to ask.

You may wish to test your computer settings before the Virtual Office Hours to ensure compatibility.  The URL to test your computer can be found HERE:  http://www.wiziq.com/info/technical-requirement.aspx

This session will be worth five (5) extra credit points if you attend to the end.

For those of you who cannot attend, this session will be recorded.  You can sign in to the WizIQ session and watch it at your convenience.

Please send me an e-mail by Monday evening, March 16 telling me if you will be attending.  You must have headphones to minimize feedback. I expect a response from all students on whether they will be attending or not.

Some considerations for using this technology include having camera capability as well as earphones. If a student user does not have earphones, feedback may impact the ability for all to hear the discussion clearly.

I realize that not all students will be able to attend – they do work different shifts.  In addition, many students will not participate in extra activities unless a certain number of points are involved – the reason for the 5 points.  However, since using Wiziq Live Class I have always had at least 4 students participating, and one time 7 were on the line.  They all reported they liked the ability to meet and discuss the course, ask questions about upcoming assignments, and actually “put a face” on some of their classmates and the instructor.

Comments

I did not receive any written comments from students about the Virtual Office Hours.  Typical comments indicated students appreciated the opportunity to meet.  I am repeating the Office Hours in other classes (sometimes the same students) so it will be interesting to see if I have any “repeat” attendees.

I plan to continue the Virtual Office Hours for all classes.  I also realize that not all instructors or adjuncts will take advantage of this technology, but I will work with them if they wish to try it out with their students.

Project 3: SWIVL

SWIVL is a computerized system that makes video recording affordable.  It is a base that holds an iPad or Android compatible tablet, microphone (on a lanyard) and follows the speaker through 360 degrees with a 25 degree tilt and 30 ft. range.  It allows upload of content to permit embedding of recorded presentations directly into Moodle or into other platforms.

I first used SWIVL for a presentation at the American Association of Occupational Health Nurses (AAOHN) Southwest Chapter in Monroeville, PA in September of 2014.  In the audience were around 50 occupational health nurses mostly from the Pittsburgh area.  When setting up the SWIVL on the tripod some of the attendees began to ask why the iPad screen on the mount was “following me around”.  This is a great feature for a presenter who is a classic “pacer” as I am!  The screen will follow the speaker to continue capture of the video.  The only ‘problem’ – I found out while viewing the video back in the office that I was moving faster than the robot could follow!  I have taken note of this feature of the system and will do some “personal behavior modification” in future recordings.

SWIVL recording

The following is the introduction for the presentation as posted in Moodle:

Conference Occupational Health Presentation: The following presentation was given at the September 2014 Southwest Chapter, American Association of Occupational Health Nurses (AAOHN) in Monroeville, PA.  The title was – “Occupational Sources of Air Pollution & Their Effects on Health: An Overview”.  This material is presented here to provide students some real-life examples to describe how workers and their family members acquire various conditions that affect their health.  The end result is – all nurses see patients with these conditions at some time in their daily practice.

If the courses were presented “on the ground” and not online, this is an example of the type of material I could include for presentation and then through class discussion. The real goal of this presentation for my AAOHN audience was to provide an overview of the air pollutants that affect worker health in the work environment as well as where they live in the community.  In a “former life” I worked as an Air Quality Inspector for the PA Department of Environmental Health and saw on a daily basis the variety of substances in the air that can affect health.  These pollutants are often the reason a patient is under the care of nurses in our community.  A better understanding of these compounds can help the nurse provide better education so they can live longer and healthier lives.

Comments

I cannot recall any particular comments – positive or negative – from the students about this presentation.  Since including it in the course it has only been used once.

Successes and Challenges

Overall these projects have been successful and rewarding.  I now have tools to enhance my online classes.  In particular, the interactive use of ThingLink and One Drive will permit me to develop other interactive exercises in future classes.  Although it seems like the majority of enhancements were in the Community and Environmental Health Class, (that was my area of nursing focus for many years) I can see using these tools in other classes as well.

I can also see ways to better use the SWIVL technology in classes.  I need to put more focus on the Occupational Sources of Air Pollution presentation in future classes.  By re-designing the questions in Week 4 I would better encourage comments from students on the applicability in their current practice.

I am still “getting the hang” of WizIQ!  Unfortunately all this wonderful technology takes a while to become second-nature to the instructor.  Manipulating audio and video, and coordinating all the features include in WizIQ take a while.  I am looking forward to the next Virtual Office Hours session in a few weeks and hope it runs smoother.

One thing I have noticed – every time I use the new technology it becomes easier!  Sort of like driving a “stick shift” or riding a bike.  One needs to practice in order to get better.

Reflections and Next Steps

I am planning to use SWIVL in the next couple of months.  I have a presentation at the AAOHN National Conference late this month in Boston.  If the presentation recording works out well I plan to integrate it into one of my classes.  I am also presenting at the Technology Fellows on April 9 and want to record there as well.  With the use of this technology I can see many areas where these recordings can be used in the future.

I also want to enhance the usage of technologies like ThingLink and the OneDrive in other courses.  In fact, I have already used OneDrive in some of my personal activities.  For one, I am on a committee planning our high school reunion and have shown a teammate how to put our Reunion Book (a presentation with over 300 slides) on the internet for all to see.  It was a simple process to share it on OneDrive and then pass around the link to classmates.  Even with changes, the link remains the same.

I also plan to spend time with the President of the Northeast Chapter of AAOHN.  The team there has created a booklet chronicling the history of Occupational Health Nursing in the Northeast over the past 75 years.  When I heard discussions on a Board meeting about how to get this booklet to all attendees – OneDrive just jumped out of my mouth.  It is easy and there is no cost to send the link to all attendees at the National Conference in Boston.

I don’t know what else lies “down the road” in this discovery of technology to implement in online courses.  I know I have heard and seen a number of other products that might be applicable.  Teaching in an online environment requires that I think differently since many products discussed were really designed for a traditional “on the ground” environment.  That doesn’t mean they cannot be used online – just that I need to think a bit differently.  Sometimes I receive inspiration, other times much more thought and reflection is needed.

One further point – I really want to thank Lauren Panton and Becky Borello for their patience with me and their assistance.  They are always ready, willing and able to answer questions or to “get me over the hump” whenever those !@#$%  computers frustrate me!  Help Desk staff has also been invaluable over the past year.  Not only have I tackled lots of new technology but I have lost my hard drive (virus) and had to upgrade my personal laptop (hardware problems) and have had some connectivity problems at home.  Through it all Lauren, Becky and the Help Desk have patiently answered questions and rendered assistance.  I really appreciate their help.

Conclusion

I have definitely met my goals over the past year and look forward to setting new ones for the coming year – one of those goals is to attend a conference to learn more about using technology in an online class environment.  I found and implemented some great technology tools; have implemented them in the classroom; and am now developing plans to further utilize these tools in my classes.

One of my main goals is to encourage all nurses to become “life-long learners”.  I read a number of years ago that the sum knowledge of medical and nursing practice doubles every 3 to 3-1/2 years.  With the explosion of technology I have to believe it is doubling even faster today.  If nurses are not learning something new each and every day, in 3 years they have been left behind and cannot provide the best possible care to their patients and families.  This brings me to a quote I found a while ago from Clay P. Bedford:

“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.”

Vadas Gintautas, Ph.D. Physics

Overview

Google Moderator is a system for soliciting and aggregating responses on a given topic. For example, before the 2012 Presidential election over 20,000 people participated in the Google Moderator poll “Your Questions for the Candidates.”

Implementation

I set up a new Google account for use with the class, then created a new Series for my PHY251 class. I then created on topic for each day that we covered new material, such as “Unit 4: Newton’s Laws”  (click above image for full size screenshot). The students were expected to view a smartPhysics pre-lecture before class, then participate in the Google Moderator poll for that day. They were instructed to either ask a question about the pre-lecture or vote on another student’s question rather than post duplicates. This way I could start the next class by going over the most popular questions, and just answer the less popular ones individually by email (or directly in Google Moderator).moderator-screenshot

Assessment

This was tricky. I wanted the students to have the option to post anonymously so they would feel comfortable asking anything. However, with Google Moderator, even the administrator (me) is not shown the identity of anyone who posts anonymously. To solve this problem, I created a link on Moodle to each topic, and students were instructed to access Google Moderator using these links in order to receive credit for participation. Moodle can generate a report of which students clicked on a given link, and this is how I was able to assign credit. Of course, I could not determine whether a student actually did anything after clicking on the link, but once students got used to the system there was not a significant discrepancy between the number of participants in Google Moderator for a given topic and the number of students who clicked on the link in Moodle.  It is worth noting that early in the semester a few students went to the topics through Google Moderator directly, rather than via Moodle, and did not receive credit.

Successes and Challenges

Overall, Google Moderator was not as useful as I had hoped, but I had a class of only 15 students. Because I use a lot of group activities in my classes, after a few weeks into the semester, students seemed to be comfortable asking questions during class or emailing me when they had trouble. Some days the most popular question was something that would obviously be covered that day.  An example of such a question might be “Can we go over Newton’s Laws?” for Unit 4: Newton’s Laws.

Perceived pedagogical or teaching value

This facilitates Just-in-Time-Teaching, especially for large classes in which there may not be enough time to answer every question.

Next steps

I would try this again in a bigger class.  I would also consider requiring students to post using their names, so that assessment is easier.  The class I am teaching currently (PHY252) is even smaller, so I did not use Google Moderator again.  Instead I solicit feedback directly through smartPhysics and use that to prepare before class.

Ingrid Provident, Ed.D. Occupational Therapy

Overview

This semester I have used technology to focus on paperless grading through various means…. Track changes within Word and summary Panopto’s to give students overall feedback

Implementation

Using Panopto allows students to see the instructor and can be useful to provide the face to face feel similar to when you address an entire class to provide general feedback. Panopto feature allows the instructor to set the stage by over viewing assignments and providing follow up feedback in a non-threatening way and also serves to as teachable moments…

Successes and Challenges

Student feedback has been positive in an online environment as it gives a sense of personal connection and a human quality to the technology.

Assessment

Plan to assess the feedback of students on different forms of feedback, individualized using track changes vs. global feedback to the group using Panopto. No assessment data has been gathered yet, however anecdotally students have responded positively to the Panopto videos.

Perceived pedagogical or teaching value

Allows the instructor to provided feedback to the entire group rather than repeating multiple times to individual students. Also allows the instructor to explain using vocal intonations and comments in a video which may change the impact of the feedback and/or decrease the misinterpretation that purely written feedback can have.

Next steps

Have students use Panopto to provide peer feedback to one another to further explain their feedback.

Emily Hopkins, Ph.D. Nursing

Overview

To explore different IT modalities to enhancing teaching through the recording of instructions and different course related topics for students.

Planning Process

Different recording options were explored such as Panopto, Doceri, and Camtasia Studio for feasibility and ease of use.  It was determined that Panopto was one of the easiest ways to provide feedback verbally to students for things such as course updates, feedback on discussion forums, and any further instruction on course assignments.  However, Panopto was not the best method for detailed power point slides because of the size of the slide being reduced and not fitting the entire computer screen.  Camtasia Studio was found to be expensive.  Fortunately, it was available for use in CCPS and could display the entire slide being presented.  Although I was unable to zoom in to emphasize parts of the slide— the mouse could be used to move the arrow over important content which was then recorded on the screen.  Given Camtasia Studio was less accessible for use—it was decided to use it for recording content that could benefit the DNP program at large, rather than for individual courses.

Screen_Shot_2014-04-17_at_2_22_46_PM

Implementation

The plan did change some—since originally, I was hoping to record many lectures for several new MSN courses.  Instead—Panopto was used for weekly updates and to assist with preparation for course exams.  However, it was determined that updating our eIRB instructions for all DNP students could be done with Camtasia Studio.  In the future, Camtasia Studio may also be used to assist all MSN students with their PBworks ePortfolios.

Successes/Challenges

Overall, use of Panopto and Camtasia Studio worked nicely. At this point there is nothing I would change about using either.

Assessment

Panopto assessment was done informally—by noting comments in student emails, through phone conversations with students, and comments noted on teaching evaluations. Many stated it was a nice personal touch and they felt a connection in being able to see me.  The Camtasia Studio IRB recording will be evaluated informally through student comments as well as nursing faculty in noting if the presentation helped with their advisee’s eIRB submission.

Perceived/Determined Value and Next Steps

Recording myself really taught me the value of being organized for sounding professional.  Often, I had to do several attempts as I wanted to talk directly to them and not read off a scripted note.  I am planning to use Panopto for further instructions on specific course assignments—That way a student can read over the assignment guidelines and make notes as to its expectations as I am talking to them.   For Camtasia Studio, I will be looking for other opportunities to record projects that will assist cohorts of students in any of our nursing programs.  I may also still consider it for future MSN lectures—though it will require lots of prep and recording time and may be difficult to coordinate with schedules in CCPS.

Debra Wolf, Ph.D. Nursing

1st Year Faculty Technology

Overview

Over the past year, I used the iPad (with Evernote and iAnnotate apps) to support paperless grading and the software (Panopto and VoiceThread) to create a traditional classroom feel within an online program.  The intent is to explore opportunities to create a more personal welcoming environment within an online program were students visually see and hear each other in a virtual asynchronized environment.

Implementation

Currently using the iPad to create voice files to offer students personal feedback on papers.  Used Panopto to offer welcoming messages at the beginning of each semester. Panopto also supports tutorials to offer students video/audio lectures on how to perform certain required tasks/assignments.   VoiceThread supported students with initial introductions to classmates and to have personal audio/video asynchronized discussions.

Successes/Challenges

Initially, I had a limited number of students who volunteered to participate in voice feedback grading during pilot trial. Those who participated spoke highly of the personal verbal feedback that was offered.  Will use voice comments for all students this term. Panopto is extremely popular and very well received. I had numerous comments reflecting positive impact from students. Learning curve for students to use VoiceThread and to find program to open voice files on graded assignments. Process creates additional prep time for faculty.

Perceived value

Welcoming environment where students do not feel alone in an online educational program.  Encourages and supports peer bonding and building of relationships.

* Giving student feedback using voice recordings with track changes. This was down on the iPad
* Evernote/iAnnotate (iPad apps)
* Panopto (Lecture capturing)
* VoiceThread (Voice discussion forums)

Resources

2nd Year Faculty Technology Plan

In preparing curricular content for a new MSN Nursing Informatics degree, my goals for year two will shift to  guiding faculty and nursing students in using the Internet, social media and innovative technology safely. Below are two goals I am striving to meet:

1. To guide faculty and students in the safe use of the Internet, social media and innovative technology within curricular content. Explore and outline articles/policy guiding faculty and students.

2. Integration of Social media into curricular design as course assignments supporting the use innovative technology to advance healthier lifestyles in the community.

Here is a link to social media guidelines for in the classroom shared by our FTF leaders “Becky Bush and Lauren Panton”  (thank you) 

Please feel free to contact me if interested in more detail on what I have learned or currently doing. Hope this is helpful.

~~ Best, Deb (412 365 1547 dwolf@chatham.edu )