Infographic Assignment

I have to admit that I am not a very tech person and the thought of making something digital is actually terrifying. I like to write papers but that’s because I am familiar with these and find comfort in the process. I chose this as I wanted to push myself but in a way I knew I had a small of chance with success. With the forums that are currently going on, especially the 20 hours forum by Joanna Jagger and the notion that you can learn something in 20 hours – well, that’s been put to the test!   I have put in more than 20 hours and can say that though I am more familiar with HOW to do this I am still a novice at how to create the infographic and was/am repeatedly frustrated by the creative process. Perhaps I am limited by my own creativity and that the end game was to LEARN how to create the project and not necessarily master it.

I chose concept mapping as my focus as that’s something I do daily and have used since nursing school. Sometimes my brain is faster than my hands can write and I find I can “shorthand” a concept map – get all the relevant information out of my brain and onto a whiteboard. From there I can slow down and connect the dots but this allows me to get that initial rush of ideas out and into the open. This project forced me to slow down and and not keep up with all that I wanted to include or say. I wish I could say I enjoyed the creative process but I found it stressful even with a topic I’m familiar with. I will continue to try these projects however because I’m a competitive person and don’t like not being good at something. I applaud my effort and hopefully that’s worth something.

Concept Mapping

Ethical Dilemmas as a SET

I love dialogue in a classroom. I love to hear the exchange of opposing ideas and views and to watch how impassioned some students can become. I am always looking for ways to encourage and promote a healthy, respectful, researched and lively conversation that allows students to see the shades of gray that surround us in nursing.

One of the SET that Berkley (2010) suggests using is an ethical dilemma which is a common theme in nursing.She presents this in a way that the instructor presents the topic and they then pick the side they feel most strongly about. As someone who has attended bio-ethic lectures this is not the format that is used nor is it the format I use in my classroom. I provide the students with a list of topics to choose from and from there they are to research BOTH sides of the topic and present each side neutrally. They then facilitate a discussion in class still not stating which side they are on. At the end of the discussion the student has the option to share their side with the class.

Ethical dilemmas I have found is a great way to start nursing students on the path to understanding the there are many different views and that as a nurse, it’s up to you to present just the facts – both good and bad – to your patients. It also teaches them to start understanding how their beliefs/views may impact their nursing practice and to become familiar with mandates in place that govern how we present these views. The College of Registered Nurses of BC (CRNBC) has a Professional Standard(2013) that states the nurse, “Identifies the effect of own values, beliefs and experiences in carrying out clinical activities; recognizes potential conflicts and takes action to prevent or resolve.”

Ethical dilemmas help to students to be actively engaged in their learning as here they allow the student to “…make information or a concept their own by connecting it to their existing knowledge and experience…” (Berkley, 2010). Also, it can allow the student to challenge their already existing knowledge which shows reflective practice.

Finding ways to keep students engaged is a full time job but when you find that way it’s gratifying as an educator to see active learning in action.

Berkley, E. (2010). Student Engagement Techniques. A Handbook for College Faculty. Jossey-Bass. San Francisco, CA.

College of Registered Nurses of  British Columbia.

https://www.crnbc.ca/Standards/ProfessionalStandards/Pages/EthicalPractice.aspx   Retrieved October 31, 2015

Student Engagement

The textbook used for PIDP 3250 is called Student Engagement (by Elizabeth Barkley) and to be honest I as a bit hesitant about reading it. I have to say that I am pleasantly surprised! The examples that she uses in the book are ones that I can relate to and had no idea what to do about. I think all educators, regardless of class size, want our students to be as excited about what we are teaching as we are. I know I have a sense of disappointment when I can see how my students don’t find the topic presented as riveting as I do – I mean, who doesn’t love learning about coronary artery disease?! As I am a new educator I am always looking for ways to make my classes more engaging, or at least relate-able which isn’t always easy. So far the one thing that has popped out is the fact that unless I can make the material have some meaning for the student I may not get the full engagement that I want. So how do I do that? What are some tips or tricks I can use to infect my students with enthusiasm for topics such as adrenal disorders or skin disorders? I guess I had better read more than the first 4 chapters to find out!

Self Directed Learning

The first forum which is being hosted by Samantha is about self directed learning (SDL) and the adult learner. Throughout PIDP we have a heavy focus on this topic and as future (or current) educators, what can we do/should we do to foster SDL? How as educators can we support our students? How deep of an understanding of SDL do we have to have in order to be an effective educator. As my forum topic is on learning styles, I’m going to see if my working knowledge of SDL meets the learning style needs of my students.

I’ve included  a link to the article I read from Ryerson University that I posted. I liked the simplicity of it and the fact that you can look at each point and see if your teaching style lines up. I hope you find it useful too!

Erika

PIDP 3250 Entry 1

I’ve been looking forward to this PIDP 3250 on Instructional Strategies. Through out PIDP I have been gaining more and more understanding of where I want to go with my instructional delivery and how to get there. Each class allows me to see what other people are doing and saying and this helps to add depth to ideas I already had but couldn’t figure out how to cement into application.

I have to admit that I am not a tech person nor do I like to share my thoughts and ideas publicly – it’s just not who I am. However, I think that part of growth is learning to do what is hard and at times you just have to dive in. So, here continues my journey not only into blogging but into becoming a more well rounded and hopefully interesting instructor.

Erika

Flipped Classrooms: Fad or Future?

The flipped classroom concept was interesting to me as I have only ever had a traditional education up until now. I grew up in a time where computers were giant machines only large corporations could afford and you learned to live with writers cramp and ink that smeared. Today the education world looks a lot different and if I’m going to be a part of it I need to keep up and stay current. The big question is where to start??

For those of you not familiar with a flipped classroom, this is a newish (2007) format where the educator provides online learning materials (such as videos, quizzes, etc) which students are to review and/or complete at home prior to class. Class time is then used for review of the material and answering questions or assisting the students. There is some current debate on whether this is a trend or the new way of teaching. My opinion is that it’s out there and being utilized so why not try to understand what it is. What really caught my attention was how many media outlets there are to create a flipped classroom, that the focus is now more on making the student more responsible for their learning (I think this is more for K-12 students) and that the class time is now an open format for educators to make their own.

Keeping in mind that adult learners like relevant and applicable information, how do I as an educator provide a flipped classroom that provides online information that my students will find relevant and interesting? What should I look for in making my online resources? And when it comes to class time, well, what do I do? How should this look? Luckily, this topic is hot right now and the amount of web resources are amazing and can be a bit overwhelming.

I’ve spent some time watching tutorials and even signing up for free trials so I can get a sense of what is available, what I would find relevant for my classroom and what is educator friendly for new “flippers”. I suggest future flipped classroom educators do the above for a flipped classroom is not a “one-size fits all” type of thing. There are links that lead to other links that lead to more links and it’s really about finding what you are comfortable tech wise and what the purpose of your class is. You can also sign up for alerts and updates on some of the websites to help keep you current. I’ve included a list of these websites in my Resource section.

The ownership that is now placed on the student isn’t a new concept when it comes to the adult learner as we have discovered in PIDP 3100 that this is actually a cornerstone of adult education. When researching, most of this emphasis was placed on the k-12 group but there are a few universities who are incorporating a flipped approach. There is also suggestions that it is the students responsibility to have appropriate access to a computer and be able to navigate the pre-class online learning activites. As with the traditional approach, students are expected to show up to class prepared with required readings and assignments completed.

Now what to do about the classroom? I think this is a wide open blank canvas and perhaps a good place to start, if possible, is to ask your students what type of classroom they would like to have. Not only does this help them to take some ownership of their learning but we can make each classroom unique to each class and their needs.  I think that as long as the course content is addressed how it’s delivered could be tailor made in the flipped situation. So far there isn’t one model for the classroom but there are many resources available to help you figure this out. One of the websites I found suggested using class time to assess comprehension and understanding and to expand from there such as a debate or group activities. My suggestion is to connect with educators who have flipped their classrooms and get ideas from them. Not only will you develop a network of like minded people but it then becomes a huge resource pool.

I have to say that I’m unsure if I’m sold on a flipped classroom. Perhaps it’s because I haven’t seen one for myself or perhaps it’s because I’m used to a more traditional method of instruction delivery. This is a topic I’ll keep looking at to see how it continues to progress and perhaps when I get a class of my own, I may just flip after all.

The Web-Conference with David was informative. It was helpful to speak to someone and since we have different employment backgrounds we each had a unique perspective. David had a great insight regarding the concept of a flipped classroom and that is that facilitator/instructor/educator needs to be excited about a flipped classroom and I have to agree with him. Though we agreed that the idea of a flipped classroom is better for K-12 students we did see that if we are well organized and have things planned well, we could incorporate a flipped classroom somehow into our areas of employment. I think it’s fair to say that we are both neutral on the topic of a flipped classroom and you can read more about Davids’ ideas and opinions for a flipped classroom at 500mgofcaffeine.weebly.com

Learning Plan Assignment

Lesson Plan Assignment

1. Blooms Taxonomy:   http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

This website provides clear and concise information which is presented in an easy to follow format making navigation and understanding user friendly for various technical capabilities. There are numerous links per page that are relevant to this topic and also provide .pdf links within the information to further illustrate and deepen your level of understanding. By better understanding Blooms Taxonomy, I can develop clear and focused objectives that I can relay to my students and develop strategies relevant to their level of understanding. It also allows me to assess if my objectives are effective and relevant based on student assessments.

2. Characteristics of Adult Learners:   http://qotfc.edu.au/resource/index.html?page=65375&pid=65340

This layout of this website and the information provided is not only relevant but can easily be applied when trying to understand adult learners. The information is straightforward and provides not only definitions of adult learners, but also helpful strategies with instruction. The numerous links to other topics relevant to lesson components is helpful in ensuring student and educator understanding. My future lesson plans will take into consideration the individuality of students and by doing so can reach and tailor the information accordingly.

3. Creating a positive learning environment: * You will find this link under the Resources category due to it’s length and formatting*

The information on this particular website gives an overview of the adult learner but the main focus is on how to provide a positive and engaging learning environment for the adult learner. It has numerous strategies and ideas that are easy for the novice instructor to understand and implement when creating their “classroom”. The amount of information to choose from makes it easier for me to help organize my lesson plans and incorporate useful tools in keeping my students engaged and focused.

4. Motivational Techniques: http://www.crlt.umich.edu/tstrategies/tsms

What I liked about this website is the fact that each header was a link to specific information regarding motivating students – easy to read and once again, easy to navigate. It provides helpful strategies for how to not only approach teaching but also how to tailor lesson plans and assess learning. For a novice instructor like myself, this website gave me positive tools for not only engaging students early but also how to keep them engaged and enthusiastic. Positive learning happens in a positive environment and the information on this site gives plenty of examples on how to do that.

5. Assessment:    http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/writing-evaluation-criteria.html#ScrollHere

The organization, resources and links cited are numerous and insightful. There are examples of different assessment methods (when and when not to use specific types), how to build effective tests and something called Authentic Assessment which is a method I can see myself incorporating when teaching adult learners. This site provided a lot of “a-ha” moments and helped me to understand that assessing students is more than just comprehension but application as well. For adult learners, as I have discovered, this is relevant to their learning.

 

Welcome

Welcome to my PIDP blog! I’ve never blogged before and if I post anything it’s usually on Facebook so this will be a whole new media for me to explore. I’m looking forward to seeing what/how other people develop their blog and the information they post. I know there are some pretty tech savvy people out there so now’s the time to teach those of us in the slow lane. I hope you find something interesting or note worthy in my blog and that you leave comments so I can continue to grow as an educator.

Happy blogging!

Erika