DeliveringLearningOn line

Delivering Learning Online: 

Delivering Learning Online Sarah Lelgarde Swart, MM, MLIS, Director of Instructional Technology and College of Health Professions, Nursing Informatics Faculty And Sarah A. Halter, MS, CNM, FNP, Assistant Professor College of Health Professions, Nursing Faculty

Best Practices: 

Best Practices Learning styles Self Assessment for learning online Chunking material for course Virtual Office Hours Online Assessments Videoconferencing Interactive Course Material Collaboration Standardize course navigation

Self-Assessment for Selection: 

Self-Assessment for Selection Are you self-motivated and committed to lifelong education? Can you be disciplined to stay on schedule? Do you have the ability to ask questions and ask for help when necessary? Are you willing to try new things? Do you have the ability to take responsibility for own learning? Are you willing to try various learning styles? Do you feel comfortable connecting with others electronically?

Learning Styles Precourse: 

Learning Styles Precourse Learning Styles that apply to online learning: visual, aural, reading/writing, and kinesthetic Personal Mission Statement activity using Stephen Covey template from http://www.franklincovey.com/missionbuilder, Nursing Mission statement questions, and Learning Styles values and study strategies suggested by VARK at http://www.vark-learn.com Use of discussion boards to share and discuss with classmates plus oversight by Director of Instructional Technology plus one nursing faculty member Embedded activity into a course space dedicated to Mission

Videoconferencing: 

Videoconferencing Tool to provide classroom socialization that otherwise is not a part of an online course Challenges of videoconferencing Only one person can control the microphone at a time Keep each site that does not have control on mute so camera stays on the speaker Questions like “Does anyone have any questions” are not effective in VCs Opportunities of videoconferencing Contact meeting with students in your course from many miles away Allows for student presentations / sharing

Collaboration: 

Collaboration Groups did not have to be comprised of students at one location Issues discussed or presented can often be different from region to region Responsibility for learning shifts from instructor-student relationship to peer education Groups sometimes take on a life of their own in terms of supporting each other Creation of discussion and chat opportunities

Chunking and Downloading Files: 

Chunking and Downloading Files Web Design Term: “Chunking” aka breaking documents into sizable sections to minimize scrolling… Chunking Your Syllabus and other Documents We use sections: Textbooks, Student Downloads, Purpose and Course Description, Course Objectives, Teaching Methods, Topics and Week-by-Week Schedule, Grading Scale, and Copyright and Plagiarism Policy PDF and Word files of documents for downloads This accommodates various learning styles such as visual and read/write by enabling students to download a print version.

Online Assessments: 

Online Assessments Testing is completed online using the Blackboard Testing Pools Practice tests are provided to supplement learning Course evaluations are online Faculty are encouraged to use surveys to gather student feedback specific to individual units.

Interactive Course Material: 

Interactive Course Material Finding interactive course material you can use Good resources for health related teaching Harvard Medical School Interactive Tools: http://www.intelihealth.com/IH/ihtIH/WSIHW000/23722/23722.html?k=menux408x23722 Merlot.org – 275 health science resources – simulations, animations, cases, reference material….contributed by faculty http://www.merlot.org/artifact/BrowseArtifacts.po?catcode=76&browsecat=1

Virtual Office Hours Using Chat: 

Virtual Office Hours Using Chat Faculty member is required to schedule weekly office hours using the Virtual Classroom chat feature Students can get more immediate feedback to questions and concerns Sessions can be archived so students who were unable to attend can view the session at a later time Universal concerns mentioned by one person could then be added to the course as an announcement

Synchronize Course Navigation : 

Synchronize Course Navigation We have standardized the course button navigation to include all the same items in every course. This helps in subsequent courses to find one’s way around Provide a table list of all assignments, points, and due dates in every course

Off site Informatics Course moves Online: 

Off site Informatics Course moves Online Creation of the online informatics course came first… Nurses learned MS Office software skills, informatics theory, and web page design Some of my favorite student web pages: http://chp.udmercy.edu/~solomosh/ Group project on Internet Cookies (now also available on the Re:Search Portal! http://ids.udmercy.edu/ministrelli/labs.html Telehealth project by 4 students at Beaumont Hospital (Patrick Corcoran, Mona Mackey, Cheryl Sakalian, Marianne Montana, and Janet Hughes) http://chp.udmercy.edu/~marshalo Skiing in Boise? By Lori Marshall (Trinity Healthcare, Boise Idaho) http://chp.udmercy.edu/~worgesch Compound Pharmacies by Chris Worgess (Trinity Healthcare, Battle Creek)

Computer to Nurse Sync: 

Computer to Nurse Sync …then we moved the hospital site BSN-C informatics course online with additional consulting sessions… The only way to get comfortable with computers is to use computers ~ informatics transformed to hands-on achieves that important goal! Nurses go from not knowing how to save a file through Word, PowerPoint, Excel, and Webpage design….plus learning core informatics theory (privacy/confidentiality, telehealth, data standards, clinical information systems issues…)

Final Thoughts: 

Final Thoughts Adjust your teaching style to accommodate learning styles of the group The learning styles of your group will vary from semester to semester Providing interactive experiences Make sure the content taught is effective when the class does not meet in a classroom – clue in to vocabulary rather than body language Have fun with it Extends your opportunity to teach students you would otherwise not meet