Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Emerging Technology in Education: BLOG

NURS ED TECH 2013
by

Elizabeth Libby

on 10 November 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Emerging Technology in Education: BLOG

Lesson Overview for Nurse Educators
The social media, blogging, is a more fluid communication space that creates a personal and cultural connection compared to formal writing. Explore the blogging online space (blogosphere) through an interactive Prezi presentation. The focus is on exploring learning and assessment application of blogging technology into course development including examining blogging for student discussion of course topics that provides formative assessment of learning and/or using blogging for summative assessment through, for example, reflective journaling.

Learning Objectives
for Nurse Educators
1. The nurse educator will be able to utilize the blogging technology to incorporate learning activity to nursing students.

2. The nurse educator will be able to discuss the purpose of blogging to nursing students.

3. The nurse educator will be able to describe the process of creating a blog to nursing students.

4. The nurse educator will be able to explain the use of blogging as a tool for writing reflection to nursing students.

5. The nurse educator will be able to evaluate the experience of students by reading their reflective blog.

Blogging Technology for Educators
Student Learning Activity Example
Lesson Overview
Student Learning Objectives
Weekly Objectives
At the end of the clinical day, the student will:
1. Critically reflect on the daily patient care provided in a clinical setting.
2. Analyze at least one nursing diagnosis per clinical day.
3. Identify errors in thought process and make suggestions for improvement.
4. Discuss feelings, thoughts, and emotions related to patient care.

Overall Semester Objectives
At the end of the semester, the student will:
1. Recognize three areas of necessary improvement in a clinical setting.
2. Compare knowledge gained throughout the semester to the beginning of the semester.
3. Evaluate overall progress, performance, and confidence throughout the semester.

Target Audience
Group of 10 second semester nursing students (Junior II).
Prior experience: one semester of clinical experience.
Change Management
After each clinical, each student will post a reflective journal entry to the blog. The purpose of this assignment is for the students to self-reflect in order to stimulate critical thinking. It allows the student to recognize their strengths, weaknesses, and growth. They should include, but is not limited to: what was observed; what tasks/skills were completed;thoughts/opinions/feelings/concerns about the day and performance; what was most intriguing about the day; what you learned to do or not to do; how you were able to connect your didactic lessons with this clinical; thoughts on personal progression from week to week; and confidence level from week to week. Students can also pose questions to the instructor and peers.

At the end of the semester, the student will read back through all of their blog entries and write a final blog detailing growth and learning experience throughout the semester. This blog will be over a more general content focus: most influential moment of the clinical; what has been learned; what you would change (i.e. - process improvement), what you wish you would had learned; and a detailed insert of overall growth as a nurse.

Elcock, 2007
Riley-Doucet & Wilson, 1997

BLOGGING BENEFITS
SHARING & ACCESS
PROBLEM SOLVING THROUGH COLLABORATION: allows community to deliberate asychronously 24/7
& THROUGH
SOCIAL PRESENCE through online community develop

LEARNING CULTURE
Supports “attitude of openness to innovation and continual learning, as information systems & patient care technologies are constantly changing” (The essentials of baccalaureate education for professional nursing practice, p. 18, 2008)

THIS CHANGES HOW INSTRUCTORS
AND
STUDENTS RELATE
TIME
SPACE
EACH OTHER

PANIC
Evaluation
BLOGGING BARRIERS
For Nursing Students:

Mastrian et al. (2010) define assessment and evaluation as “assessment means collecting information for the purpose of making educational decisions; evaluation is the process of making judgments about the worth of a student’s products or performance” (Mastrian, et al. 2010 p.242)

In order to assess learning outcomes/objectives, the nurse educator will utilize a method called “performance tests”. This method is conducted by a nurse educator through observation and judgment in order to assess either process or assignments completed and achieved by students. There are two types of performance tests such as portfolios and authentic assessment.

According to Mastrian et al. (2010), “Portfolios are systematic collections of student work over time, which include reflections, self-assessments, and examples of work. Authentic assessment focus on what students can achieve rather than what they know. This type of assessment represents how the knowledge will be applied in a real-world context “(p.244).

The nurse educator will utilize a tool called Teaching e- Portfolios (TeP) which consists of students performances, developments and accomplishments. In this manner, the nurse educator will review and examine the students’ portfolios which include students’ reflection through blogging. The nurse educator will then makes judgment, assessments and provides feedback on how well the students are achieving the learning objectives.

RELUCTANCE TO USE TOOLS
TECHNOLOGICAL SUPPORT and/or SKILLS NEED
INTEGRATING TECHNOLOGY WITH EDUCATION
GUIDING REFLECTION REMOTELY

For Nursing Students
Setting- Online
Room Arrangement- Computer lab at clinical site
that will accommodate at least 10 students
Learning Modalities- Auditory,Visual, and
Kinesthetic.
Method of Delivery- This assignment will be
delivered verbally by the instructor. The guidelines will also be displayed on the blog homepage for reinforcement.
Materials/Technology- Computer/Internet access
and projector.
Discussion Question for Emerging Technologies Presentation

Mastrian et al. (2011) define assessment and evaluation as “assessment means collecting information for the purpose of making educational decisions; evaluation is the process of making judgments about the worth of a student’s products or performance” (Mastrian, et al. 2011 p.242)


In order to assess learning outcomes/objectives, the nurse educator will utilize a method called “performance tests”. This method is conducted by a nurse educator through observation and judgment in order to assess either process or assignments completed and achieved by students. There are two types of performance tests such as portfolios and authentic assessment.




According to Mastrian et al. (2011), “Portfolios are systematic collections of student work over time, which include reflections, self-assessments, and examples of work. Authentic assessment focus on what students can achieve rather than what they know. This type of assessment represents how the knowledge will be applied in a real-world context “(p.244)



The nurse educator will utilize a tool called Teaching e- Portfolios (TeP) which consists of students performances, developments and accomplishments. In this manner, the nurse educator will review and examine the students’ portfolios which include students’ reflection through blogging. The nurse educator will then makes judgment, assessments and provides feedback on how well the students are achieving the learning objectives.

References
Chickering & Gamson, 1999; Weimer, 2012
Reflective Clinical Blog
(Thompson, 2012; Pilcher & Bedford, 2011)

Mastrian, McGonigle, Mahan, & Bixler, 2011

Blackboard: TWU Guide for Online Courses. (n.d.). Retrieved from Texas Woman’s University: http://www.twu.edu/blackboard/

Chickering, A. W., & Gamson, Z. F. (1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Teaching & Learning, 80, 75 - 81.

Elcock, K. (2007). Remember and learn: A well-kept reflective journal will help you to stay focused on your practice. Nursing Standard, 21 (34). 61.

Images. (n.d.). Retrieved from google.com: https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=642 &q=linda.co&oq=linda.co&gs_l=img.3..0j0i10i24l4j0i24l2j0i10i24l3.1256.3624.0.4782.8.8.0.0.0.0 .58.405.8.8.0....0...1ac.1.29.img..0.8.401.OkNED8Anq9U#hl=en&q=linda.com&tbm=isc

Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating Technology in Nursing Education: Tools for a Knowledge Era. Boston: Jones and Bartlett.

Pilcher, J. W., & Bedford, L. (2011). Willingness and preferences of nurses related to learning with technology. Journal for Nurses in Staff Devlelopment, 27(3), e10-e16.

Rettberg, J.W. (2009). Blogging as a Tool for Reflection and Learning. Retrieved from http://www.virclass.net/eped/ep_tmp/files/17842056574abc85cdf304e.pdf

Riley-Doucet, C. & Wilson, S. (1997). A three-step method of self-reflection using reflective journal writing. Journal of Advanced Nursing, 25, 964-968.

Thompson, C. (2012). The rules of panic: Why some technologies seem benign and others scare the bejesus out of us, 70. Retrieved from www.wired.com



Emerging Technology:
BLOG
Blackboard Student Guide
Log onto Blackboard
Find section labeled "Prepare for Online Learning"
Click "Guide for Online Courses"
Locate (in Burgundy section) & Click on "Blackboard"
Read "About Blackboard"
Read "How to Use Blackboard"
Click on "Blackboard, Inc. User Guide"
Arrive at "About the User Guide"
Open files to learn about Blackblard
Open "Part Two: Courses and Organization"
Read about "Course Groups"
Open File "Tools"
Open file "About Blogs"
Read how to complete your learning activity

Blackboard Instructor Guide
Teaching e-Portfolios
(TeP)

(Blackboard: TWU Guide for Online Courses)
Performance test

Portfolios

Authentic Assessment
Information for instructors on using blog tools for lesson activity.
Create a Blog in a Content Area
Provide link to blog tool
Access Blog Tool
Create a new blog for students
Access the content area where want to create the blog tool
Create a link to the Blog tool (Tools Area)
Label the Blog & describe pertinent information in the text editor
Scroll through & attend to pertinent options, for instance Date Restrictions
Submit
Display on Content area
Other options to consider are multiple locations for students to access the blog (e.g. content areas, folders, &/or announcements), (http://www.blackboard.com/quicktutorials/Bb9_Tools_Create_Blog.htm)
http://www.lynda.com/Blackboard-tutorials/Blackboard-9x-Essential-Training-Instructors/70197-2.html
"Customizing your course site" (Chapter 5), managing tools: does not show exactly how to set up blogs but discusses tools. The screen shot used for instruction displays tools including BLOG. (images, n.d.)
Learning Activity Details
???
What more do you need to know to influence your decision to merge blogging activities into your course design?

Educators
[Target Audience]

Emerging Technologies: Blog

AN ASSIGNMENT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS IN NURSING EDUCATION
IN THE GRADUATE SCHOOL OF TEXAS WOMAN’S UNIVERSITY

By submitting this paper for grading I am certifying that it is entirely my own work, with any words and/or ideas from other sources properly indicated (words with quotation marks), cited in text, and referenced. I have not submitted this paper to satisfy the requirements of any other course.

BY
LaDana Badger, BSN, RN, Elizabeth Libby, BSN, RN, & SarahJane Smith, BSN, RN

NURS 5263: EDUCATIONAL COMMUNICATION AND TECHNOLOGIES OF INSTRUCTION
October 27, 2013

Full transcript