Selection of Tool (10 points) - Tool is appropriate for Nurse Educators, accessible across multiple platforms, Benefits of tool exceed the costs
Wiki? Using http://edu.glogster.com/ as one example? I checked with Dr. H and Clemson does not have an institutional subscription to glogster. Looks like everyone will have to trial it.
Glogster will need to be viewed after the class session - good product but too time consuming to use in presentation Teaching & Learning Module in Connect Meeting (30 points) - Instructional design was highly creative, Actively engaged participants, Instruction was organized and logical, Encouraged active learning, Responded to questions and comments promptly and accurately, Encouraged student to student interaction, Demonstrated respect for participants
Maybe demonstrate creating a wiki as we do the presentation? We only get 15 min, right? How will we do this during the class, will everyone log on as we illustrate? Kathy Instruct on how, when, and why to use the tool as a nurse educator. Must incorporate and demonstrate the principles of Good Practice in Teaching
Team Report - Content (40 points) - Concise description of technology, Clear explanation of why to use, when to use, & how it enhances teaching-learning experience Organized instructions on how to use, Concise explanation of effectiveness measures, Clear relation to Principles of Good Practice, Clear relation to Communities of Inquiry Recommendations are appropriate, applicable, and practical
Does breaking it down like this seem fair?
description of technology, how to use Bryan)
Description
Basically a blank web page that can be edited by anyone with basic computer skills.
Collective knowledge creates a finished product that a single person might not produce
Page is similar to a word processor - Buttons for Bold, Italics, Underline
After edits are made, Save button locks in changes
Next user can login and correct the previous information you entered.
User settings can be adjusted to receive emails about page updates, messages from other users, and statistics on edits made
Wikipedia is probably the most well-known. Try editing it - remember, you are an expert in your field.
explanation of effectiveness measures, Clear relation to Principles of Good Practice, Clear relation to Communities of Inquiry- Pam
Clear Relation to Community of Inquiry: The wiki tool has clear relation to a Community of Inquiry. There is student interaction with the content infrastructure built by the instructor and also group members. There is also student to teacher interaction with prompt feedback being able to be provided by the instructor. Wikis can promote student to student collaboration, thus creating a social presence.
Cognitive Presence (student-content)
Teaching Presence (student-teacher)
Social Presence (student-student)
Relation to Principles of Good Practice:
1. Encourages contact between the student and faculty
2. Develops reciprocity and cooperation among students- students learn best with collaborative efforts. Wikis foster collaboration and communication
3. Encourages active learning- "engaged learning", "learners remember more and develop skills used by experts by actively performing (ie using the wiki, team building skills). Thus, creating opportunities to learn with understanding and develop constructs that are used to recall and apply learned information" ( Bransford, Brown & Cocking, 1999).
4. Gives prompt feedback- instructors able to monitor student progress and give feedback quickly if they are going in the wrong direction
Graduate Epidemiology class: team work with in-depth analysis of of an epidemiological study and policy implications. The teams were assigned a paper to write. The groups divided the workload, and were also able to monitor each other's work in the process. They also liked the real-time feedback the instructor was able to provide. The group utilized the chat feature. (Collier, 2010)
Undergraduate Community Health class: 70 students divided into teams of 4-5. Interviewed top community experts and leaders on their concerns about the health of the student university population. The results were summarized on the wiki. This created a data base of for the students and provided them with evidenced based research on the experts and leaders concerns about the health of the student population. (Collier, 2010)
Following these two projects using the wiki tool, the students participated in an informal evaluation. The results included mostly positive feedback including building knowledge, monitoring progress, ensuring work not duplicated. Collier, 2010)
Undergraduate Health Information online course using the wiki tool: 50% of students said the wiki helped them learn, interact, reflect. 37% wanted to use the wiki in future classes. Other positive feedback included facilitating collaboration and communication. Most effective with group projects.(Kardong-Edgren, et al., 2009)
Managing Nursing Education Research: 10 Universities and 14 researchers across the country needed a collaborative space to communicate, deposit study information and documents, rather than crossing emails/documents and dealing with time zone differences. Over time and with gradual acceptance, the research wiki has evolved into many necessary pages including: study protocols, monthly calendars with data collection dates for each site, the IRB, consent forms, data collection tools, equipment needed and how to use, experimental/control groups' instructions. This wiki turned out to be extremely valuable tool to implement the nursing research study across the country in 10 nursing schools. (Kardong-Edgren, et al., 2009)
Graduate competencies for Community class, 1st semester for Nurse Practitioner and Nurse Educator students at Clarion, Edinboro, and Slippery Rock Universities. The traditional assignment involved assessment of a community. The project met core competencies of the NLN and NONPF for Educators and Nurse Practitioners. This was group work and not well-received by the students for various reasons: redundancy, unfair work load distribution, scheduling conflicts, divergent abilities. The project was converted to use a wiki tool; the final project was "creative, comprehensive and accurate" Positive comments included: getting the most out of team work, learning different points of view, seeing the big picture. The course continues to use the wiki tool for this assignment. (Ciesielka, 2008)
how it enhances teaching-learning experience-Kathy
Collaboration
Multiple users work in real time (used with Jabber)or different times, flexible time
Used on interdisciplinary teams- nursing with physical therapy
Participatory theory-
Socializing by sharing information making virtual communities
Mutual collaboration rather than hierarchical, not dependent on social skills.
Communication (Butcher & Taylor)
Openness immediate access to all involved. Wiki is Hawaiian name for quick Wiki Wiki bus. Some people come and go, others inhabit the space by making an entire page
Allows students to discuss difference of opinions , comments section
On line or face to face
Promotes critical thinking skills by
planning
problem solving
Active learning by keeping the student engaged
Constructivist theory-the learner constructs his own environment by building upon known knowledge (Billings & Halstead, 2009).
Teacher facilitates by
assigning who can participate,
giving deadlines and subjects ideas
Tract progress or refrain from interfering, Changes are tracked so the instructor can see how the project evolved
why to use, when to use-Tiffany
*WHY should Educators use Wiki Tool?
Ideal for:
-brainstorming activities
-group discussions
-collaborative writing
-knowledge base creating
Students can quickly start expanding any site/page for discussion or collaborative projects
Affordable-FREE
Prompt feedback-Teacher & students can work closely together on a topic
Active learning-motivation to seek out own info
Quick to create
Produces work later used in E-Portfolios & job interviews
Avoid cultural/social barriers
Increases student responsibility-depend more on each other for feedback than instructor
Can electronically track changes to see how each team member contributed
Accessible-Don’t need specific software, just simple web browser
Mobile-better time management
Customizable-Add student pictures & change color of text for each member
Allows for variety to meet different learning styles-add media images & sound
*WHEN should Educators use Wiki Tool?
When you need:
- a cooperative learning environment
- a variety of interactions
-low technology level (Ex. new students)
-to publish course resources & you want comments on them (such as syllabi & handouts)
Research projects-develop ongoing thread for review & revision
Geographically dispersed student roster
Variety of learning styles in the classroom
To organize clinical rotations
Safe collaborative classroom:
-Decreases threat of student isolation
-Avoid personality conflicts
-Avoid cultural barriers
-Negotiation/Conflict Resolution (goal of producing content encourages consensus & argument resolution)
References:
Benckendorff, Pierre. "Evaluating wikis as an assessment tool for developing collaboration and knowledge management skills." Journal of Hospitality and Tourism Management Annual 2009: 102+. Academic OneFile. Web. 3 Apr. 2012.
Chao, Joseph T., and Kevin R. Parker. "Wiki as a teaching tool." Interdisciplinary Journal of Knowledge, and Learning Objects 3 (2007): 57+. Academic OneFile. Web. 3 Apr. 2012.
Hazari, Sunil, Deborah Moreland, and Alexa North. "Investigating pedagogical value of Wiki technology." Journal of Information Systems Education 20.2 (2009): 187+. Academic OneFile. Web. 3 Apr. 2012.
Team Report - Format (15 points) - Submitted in MS Word, Meets APA requirements, No spelling errors, No grammar errors, No typo errors, Meets assigned length, Meets assigned reference requirements
The wiki enhances the Teaching-Learning experience through collaboration, communication, critical thinking, and student engagement. In this virtual community, multiple students can work on the same project in real time, or at their convenience. The Participation theory premise is learning is accomplished by individuals contributing and engaging by experimentation, to transform knowledge into an idea (Butcher & Taylor, 2008). Contributions are added independently, resulting in more mutual accountability within the students, with less need for leadership. The teacher facilitates learning with the wiki by assigning who may participate, setting deadlines, subject ideas, and tracking progress. Changes are tracked through the revision history. The instructor can evaluate how the project evolved, what level of participation each student did, and how often the wiki was accessed. The teacher may step in to guide when needed, or refrain from interfering. The constructivist theory is based on the learners constructing their own environment by building upon known knowledge (Billings & Halstead, 2009). Planning and problem solving by the students, with minimal assistance from the instructor, promotes critical thinking skills. Open communication is one of the best features of the wiki. Critiques and suggestions can be done in a different section, without changing the project pages. Notification of changes done on the project, comments, and personal messages can be immediately transferred to personal emails. Wiki in Hawaiian means quick. Group projects can be accomplished with balanced participation, in less time.
Effectiveness Measures:
Every experience with the wiki tool in nursing education will be as unique as the group itself because of the tool’s dynamic nature. Therefore, the best approach for effectiveness measures is to rely on feedback from other nurse educators. Several experiences with the wiki tool related to nursing education were discovered during the research; two of them are discussed. An undergraduate Health Information online course utilized the wiki for the course. In a course evaluation, 50% of the students said the wiki tool helped them to learn, interact, and reflect. Another 37% desired to utilize the wiki tool in other courses (Kardong-Edgren, et al., 2009). Clarion, Edinboro, and Slippery Rock Universities offer a joint Master’s of Science in their Nurse Practitioner and Nurse Educator programs (Ciesielka, 2008). An unpopular community assessment project required for both programs was modified to include group work utilizing the wiki. Previously, the graduate students complained that the traditional group work did not promote teamwork for various reasons. The feedback was overwhelmingly positive with students citing increased potential of group work, learning other group member’s perspective, and the wiki allowing them to see the collaborative efforts (Ciesielka, 2008). As a Nurse Educator, effectiveness for using the wiki tool with students can be measured with post-course evaluation tools. Results can be used to tailor the wiki to the specific course and the level of student the course serves.
References
Billings, D., & Halstead, J. (2009). Teaching in Nursing. St. Louis: Saunders.
Ciesielka, D. (2008). Using a wiki to meet graduate nursing education competencies in
collaboration and community health. Educational Innovations 47 (10), 473-476.
Kardong-Edgren, S., Ha, Y., Hallmark, E., Hurd, D., Oermann, M., Snelson, C., & Tennant, M. (2009). Using a wiki in nursing education and research. International Journal of Nursing Education Scholarship 6 (1), 1-10. Doi: 10.2202/1548-923X.1787
Butcher, H., & Taylor, J. (2008). Using a wiki to enhance knowing participation in change in the teaching-learning process. Visions15 (1), 30-44. Pam, I’m not sure how you retrieved this, could you fix this reference please. It was great!! Hi Kathy, I changed the reference to add the journal, uncapitalize title.. There is no DOI available as the article was given to us by Dr. Meehan in Nursing 850.
Wiki? Using http://edu.glogster.com/ as one example? I checked with Dr. H and Clemson does not have an institutional subscription to glogster. Looks like everyone will have to trial it.
Glogster will need to be viewed after the class session - good product but too time consuming to use in presentation
Teaching & Learning Module in Connect Meeting (30 points) - Instructional design was highly creative, Actively engaged participants, Instruction was organized and logical, Encouraged active learning, Responded to questions and comments promptly and accurately, Encouraged student to student interaction, Demonstrated respect for participants
Maybe demonstrate creating a wiki as we do the presentation? We only get 15 min, right?
How will we do this during the class, will everyone log on as we illustrate? Kathy
Instruct on how, when, and why to use the tool as a nurse educator.
Must incorporate and demonstrate the principles of Good Practice in Teaching
Team Report - Content (40 points) - Concise description of technology, Clear explanation of why to use, when to use, & how it enhances teaching-learning experience
Organized instructions on how to use, Concise explanation of effectiveness measures, Clear relation to Principles of Good Practice, Clear relation to Communities of Inquiry Recommendations are appropriate, applicable, and practical
Does breaking it down like this seem fair?
explanation of effectiveness measures, Clear relation to Principles of Good Practice, Clear relation to Communities of Inquiry- Pam
Clear Relation to Community of Inquiry: The wiki tool has clear relation to a Community of Inquiry. There is student interaction with the content infrastructure built by the instructor and also group members. There is also student to teacher interaction with prompt feedback being able to be provided by the instructor. Wikis can promote student to student collaboration, thus creating a social presence.
Cognitive Presence (student-content)
Teaching Presence (student-teacher)
Relation to Principles of Good Practice:
how it enhances teaching-learning experience-Kathy
- Multiple users work in real time (used with Jabber)or different times, flexible time
- Used on interdisciplinary teams- nursing with physical therapy
- Participatory theory-
- Socializing by sharing information making virtual communities
- Mutual collaboration rather than hierarchical, not dependent on social skills.
Communication (Butcher & Taylor)- Openness immediate access to all involved. Wiki is Hawaiian name for quick Wiki Wiki bus. Some people come and go, others inhabit the space by making an entire page
- Allows students to discuss difference of opinions , comments section
- On line or face to face
Promotes critical thinking skills by- planning
- problem solving
Active learning by keeping the student engaged- Constructivist theory-the learner constructs his own environment by building upon known knowledge (Billings & Halstead, 2009).
Teacher facilitates bywhy to use, when to use-Tiffany
*WHY should Educators use Wiki Tool?
- Ideal for:
-brainstorming activities-group discussions
-collaborative writing
-knowledge base creating
*WHEN should Educators use Wiki Tool?
- When you need:
- a cooperative learning environment- a variety of interactions
-low technology level (Ex. new students)
-to publish course resources & you want comments on them (such as syllabi & handouts)
- Research projects-develop ongoing thread for review & revision
- Geographically dispersed student roster
- Variety of learning styles in the classroom
- To organize clinical rotations
- Safe collaborative classroom:
-Decreases threat of student isolation-Avoid personality conflicts
-Avoid cultural barriers
-Negotiation/Conflict Resolution (goal of producing content encourages consensus & argument resolution)
References:
Benckendorff, Pierre. "Evaluating wikis as an assessment tool for developing collaboration and knowledge management skills." Journal of Hospitality and Tourism Management Annual 2009: 102+. Academic OneFile. Web. 3 Apr. 2012.
Chao, Joseph T., and Kevin R. Parker. "Wiki as a teaching tool." Interdisciplinary Journal of Knowledge, and Learning Objects 3 (2007): 57+. Academic OneFile. Web. 3 Apr. 2012.
Hazari, Sunil, Deborah Moreland, and Alexa North. "Investigating pedagogical value of Wiki technology." Journal of Information Systems Education 20.2 (2009): 187+. Academic OneFile. Web. 3 Apr. 2012.
Team Report - Format (15 points) - Submitted in MS Word, Meets APA requirements, No spelling errors, No grammar errors, No typo errors, Meets assigned length, Meets assigned reference requirements
The wiki enhances the Teaching-Learning experience through collaboration, communication, critical thinking, and student engagement. In this virtual community, multiple students can work on the same project in real time, or at their convenience. The Participation theory premise is learning is accomplished by individuals contributing and engaging by experimentation, to transform knowledge into an idea (Butcher & Taylor, 2008). Contributions are added independently, resulting in more mutual accountability within the students, with less need for leadership. The teacher facilitates learning with the wiki by assigning who may participate, setting deadlines, subject ideas, and tracking progress. Changes are tracked through the revision history. The instructor can evaluate how the project evolved, what level of participation each student did, and how often the wiki was accessed. The teacher may step in to guide when needed, or refrain from interfering. The constructivist theory is based on the learners constructing their own environment by building upon known knowledge (Billings & Halstead, 2009). Planning and problem solving by the students, with minimal assistance from the instructor, promotes critical thinking skills. Open communication is one of the best features of the wiki. Critiques and suggestions can be done in a different section, without changing the project pages. Notification of changes done on the project, comments, and personal messages can be immediately transferred to personal emails. Wiki in Hawaiian means quick. Group projects can be accomplished with balanced participation, in less time.
Effectiveness Measures:
Every experience with the wiki tool in nursing education will be as unique as the group itself because of the tool’s dynamic nature. Therefore, the best approach for effectiveness measures is to rely on feedback from other nurse educators. Several experiences with the wiki tool related to nursing education were discovered during the research; two of them are discussed. An undergraduate Health Information online course utilized the wiki for the course. In a course evaluation, 50% of the students said the wiki tool helped them to learn, interact, and reflect. Another 37% desired to utilize the wiki tool in other courses (Kardong-Edgren, et al., 2009). Clarion, Edinboro, and Slippery Rock Universities offer a joint Master’s of Science in their Nurse Practitioner and Nurse Educator programs (Ciesielka, 2008). An unpopular community assessment project required for both programs was modified to include group work utilizing the wiki. Previously, the graduate students complained that the traditional group work did not promote teamwork for various reasons. The feedback was overwhelmingly positive with students citing increased potential of group work, learning other group member’s perspective, and the wiki allowing them to see the collaborative efforts (Ciesielka, 2008). As a Nurse Educator, effectiveness for using the wiki tool with students can be measured with post-course evaluation tools. Results can be used to tailor the wiki to the specific course and the level of student the course serves.
References
Billings, D., & Halstead, J. (2009). Teaching in Nursing. St. Louis: Saunders.
Ciesielka, D. (2008). Using a wiki to meet graduate nursing education competencies in
collaboration and community health. Educational Innovations 47 (10), 473-476.
Kardong-Edgren, S., Ha, Y., Hallmark, E., Hurd, D., Oermann, M., Snelson, C., & Tennant, M. (2009). Using a wiki in nursing education and research. International Journal of Nursing Education Scholarship 6 (1), 1-10. Doi: 10.2202/1548-923X.1787
Butcher, H., & Taylor, J. (2008). Using a wiki to enhance knowing participation in change in the teaching-learning process. Visions 15 (1), 30-44.
Pam, I’m not sure how you retrieved this, could you fix this reference please. It was great!!
Hi Kathy, I changed the reference to add the journal, uncapitalize title.. There is no DOI available as the article was given to us by Dr. Meehan in Nursing 850.