Welcome to the LAUNCH program video screencasts. Click on the videos below to view.
My UIndy
Tutorial on how to navigate My UIndy to view your course schedule, pay your bursar bill, and other features.
ACE
Tutorial on how to locate ACE website, view course materials, submit assignments, and create forum postings.
Krannert Memorial Library
Tutorial on how use the many resources available at the university library.
APA Style
Tutorial on creating an APA template, creating citations, and resources on APA writing style.
Friday, January 2, 2015
Wednesday, September 17, 2014
Malignant Hyperthermia
Malignant Hyperthermia Simulation:
https://drive.google.com/file/d/0BwZcjqQJpz5XUVp1SlZHbGJFZkk/edit?usp=sharing
Malignant Hyperthermia Debriefing:
https://drive.google.com/file/d/0BwZcjqQJpz5XcDQzRTk3dThyLW8/edit?usp=sharing
(Audio is poor on debriefing)
Please review the video and fill out the observer form. Return to your clinical educator.
Observer Form:
https://drive.google.com/file/d/0BwZcjqQJpz5XY2VRUmZ6MjFUTzA/edit?usp=sharing
Malignant Hyperthermia Debriefing:
https://drive.google.com/file/d/0BwZcjqQJpz5XcDQzRTk3dThyLW8/edit?usp=sharing
(Audio is poor on debriefing)
Please review the video and fill out the observer form. Return to your clinical educator.
Observer Form:
https://drive.google.com/file/d/0BwZcjqQJpz5XY2VRUmZ6MjFUTzA/edit?usp=sharing
Wednesday, April 9, 2014
Evaluation Tools
As a nursing educator, evaluation is an essential component to education. The instructor must be able to evaluate learning through the use of validated instruments. One of the more common evaluation strategies is a quiz or test. The internet provides multiple technologies to educators in order to generate quizzes and track students' results. Below I will discuss four quiz generators I trialed over the past week.
JavaScript QuizMaker
One evaluation tool I have discovered is JavaScript Quiz Maker. As the name implies, the instructor is able to create a quiz then embed it into a webpage. A very useful tool if the instructor has created a class webpage or blog site. Below is a practice quiz I created for this blog. Please comment on this post if the quiz does not function properly for the viewer.
Blog Quiz
JavaScript QuizMaker allows the instructor to choose multiple question formats, such as multiple choice, true or false, or short answer. The quiz can be selected to be "practice" or "graded." The quiz above is a practice quiz, thus the student may retake it at any time and no results are sent to the instructor. The graded quizzes allow the instructor to have the results sent to them, however when navigating through the webpage there was not a place to enter an email address. The legitimacy of graded results from this technology is questionable due to the lack of delivery method. Furthermore, I was unable to save my quiz on the website for future editing. If an instructor was teaching a course mulitple times, the inability to save quizzes would probably increase workload each semester. Overall, I was not impressed with this technology, however it was the only one that allowed the instructor to embed the quiz in their own personal website.
Flitsi
Kathy Schrock, a retired Director of Technology at a primary school, created a blog page for educators concerning Web 2.0 technology. One of the quiz generators listed was Flitsi. The webpage is an online poll generator. Originally I thought a poll and a quiz were the same thing; however, on Flitsi you can only create one question at a time. Also, anyone who wants to participate will have difficulty locating the single question poll within the hundreds of other polls. The website is also free for anyone to use, thus the polls are not all education based. For example, on poll asks if you have the desire to be president. Overall I would not recommend this site as a quiz generator for educators due to the limitation of one question and no privacy standards.
Wufoo
Kathy Schrock also listed Wufoo as another evaluation site. My Wufoo quiz can be found here. Wufoo is an online quiz generator providing instructors with many options for customization, storage, collaboration, and reports. Quizzes can have multiple question formats, including a standard Likert scale (as shown in my quiz above). The initial trial registration is free, but only allows the instructor to create three forms, or quizzes. After the free trial, the packages range from $15-$200. The low end package is designed for adjunct faculty and includes 10 forms for one year. However, if the instructor is teaching more than one online course, ten forms would not be sufficient for both classes. Collaboration and sharing of quizzes is supported through the middle and upper subscription levels, thus allowing instructors within the same department share quiz templates. Finally, Wufoo stores the user's quizzes, no capacity noted on website, and creates personalized reports for student scores. Wufoo is user friendly, has customization options, but requires a subscription. I would use the site again if I did not have to pay for the subscription.
QuizStar
QuizStar is a free website created by 4Teachers.org. Originally the site was funded by a grant, offering free quiz generators for teachers. After the grant ran out, subscriptions were required. Now the website is free again because the organization allowed ads to run on the instructor pages. I have found this site to be the most user-friendly, with mid level options, and free to use. The instructor can have mulitple classes, each with their own quizzes and reports. Furthermore, the classes can be set to private, thus eliminating the security issues present in the other technologies. QuizStar does not allow the instructor to post to individual sites or provide weblinks. The students must register themselves or the instructor uses the students' email addresses to register them. After they are registered, the quizzes are assigned through the email addresses. Alerts can be sent out to remind students when quizzes open and close, or for other course information. The quiz questions can contain text, audio, video, and pictures. Hyperlinks can also be added, however I did not have success with mine. One negative aspect to this feature is each media type must be under 1 KB. When adding pictures, I had to resize and crop every one I added in order to meet the size requirement. QuizStar does keep a media repository for each account, thus once you upload it is available to use at any time. In the future, I will definitely utilize QuizStar to create and distribute online quizzes.
Here is a YouTube video discussing how to upload media into QuizStar
Other Resources
Other than tests or quizzes, the Discovery Channel offers a free puzzlemaker. It creates crossword puzzles after you enter 6-7 words. The website is very easy to use and creates the puzzle on a webpage or in text format. The puzzle I created is below with a few of words solved. I created a screenshot, using Jing, because there is no link created when choosing the webpage option.
A crossword is not a typical assignment for secondary education, but can be a fun way to introduce new vocabulary to students. As a unit educator, I can utilize the puzzle to familiarize new staff with the names of common surgical instruments.
Thursday, March 27, 2014
LMS, Simulation, and Glogster
Learning Management Systems (LMS)
Evaluation of a LMS requires many criterion and determining which criteria "weigh" more than others. I discovered a free Excel download of an evaluation rubric already created by Learning Management System K-12. The rubric contains many of the criteria listed in our class discussion forum this week. Focus on the ease of use for both the learner and instructor are listed, as well the training time and ongoing support offered by the vendor. Learning Management System K-12's blog also includes a timeline guide for educators and administrators to utilize when preparing for such a large project. The basic outline is pictured below:
Simulation
Simulations provide nurse educators with an adjunct to clinical experiences. Many times critical events, such as cardiac arrest, do not occur during the student's clinical time. Also, students may never experience a nursing error due to the high vigilance of instructors. Simulation allows students to experience these events in a safe environment with no risk to patient well-being (Jefferies & Clochesy, 2012). One of the main challenges for implementing simulation is the nurse educator's lack of experience or knowledge of developing simulations (Jefferies & Clochesy, 2012). Fortunately, many simulations have already been created and are free to nurse educators. Montogmery College in Maryland created a nursing simulation scenario library with videos and PDF guides to assist educators in preparing scenarios and evaluating learning. The following video is a scenario in the library regarding an unwitnessed patient fall.
I chose this scenario to share because it varies from the common critical care scenarios I have seen developed. Patient falls are a nursing measure, thus the simulation is important for both students and practicing nurses. Furthermore, the video utilizes the SPLAT method for documenting patient falls and reporting them to a physician. More information on the SPLAT method can be found at Cathy Cress, MSW blog.
Glogster
As I search for new ways to present information, I discovered Glogster while reading an article titled "UsingWeb 2.0 Tools to Balance Work, Life, and Term Papers." The author, Rochelle Franklin describes life as a PhD student and online instructor and how she was able to simplify her life with Web 2.0 tools. One of the tools she utilized was Glogster. The application allows one to create interactive posters with videos, links, text, and pictures. Franklin loaded her screencasts to one Glog providing her students with a single place to access all the videos. Taking inspiration from this article, I created a Glog about the services offered at the UIndy library. The Library Glog is part of an ongoing project myself and other classmates created last semester, the LAUNCH program. A portion of the program is dedicated to assisting students become familiar with the library and how to perform database searches.
Glogster posters look amazing when they are finished, however the application is not user-friendly. The edit boxes will tell the user to "drop in" images, but the application does not actually allow the drop feature. The images must be uploaded via the "magnet" toolbar, then selected for each box. Also, to edit the text within the boxes, the user must double click the box, select edit text, and navigate away from the pop-up screen to the actual text box. Surprisingly, the easiest portion was uploading the YouTube videos. The "magnet" toolbar links directly to YouTube allowing the user to perform a simple search, preview the video, then insert into the Glog. Another drawback is the inability to embed the Glog in this post. Glogster offers an embed code, but I have embedded the code three times with no success. Finally, as a student I received a 30 day free trial. After 30 days I will need to pick a package ranging from $39-390 per year. Glogster does provide audio, video, text, and URL links to provide an interesting presentation of information, but due to the difficulty I experienced creating the Glog I will most likely not purchase a subscription.
The Library Glog I created can be viewed here
References:
Evaluation of a LMS requires many criterion and determining which criteria "weigh" more than others. I discovered a free Excel download of an evaluation rubric already created by Learning Management System K-12. The rubric contains many of the criteria listed in our class discussion forum this week. Focus on the ease of use for both the learner and instructor are listed, as well the training time and ongoing support offered by the vendor. Learning Management System K-12's blog also includes a timeline guide for educators and administrators to utilize when preparing for such a large project. The basic outline is pictured below:
Simulation
Simulations provide nurse educators with an adjunct to clinical experiences. Many times critical events, such as cardiac arrest, do not occur during the student's clinical time. Also, students may never experience a nursing error due to the high vigilance of instructors. Simulation allows students to experience these events in a safe environment with no risk to patient well-being (Jefferies & Clochesy, 2012). One of the main challenges for implementing simulation is the nurse educator's lack of experience or knowledge of developing simulations (Jefferies & Clochesy, 2012). Fortunately, many simulations have already been created and are free to nurse educators. Montogmery College in Maryland created a nursing simulation scenario library with videos and PDF guides to assist educators in preparing scenarios and evaluating learning. The following video is a scenario in the library regarding an unwitnessed patient fall.
I chose this scenario to share because it varies from the common critical care scenarios I have seen developed. Patient falls are a nursing measure, thus the simulation is important for both students and practicing nurses. Furthermore, the video utilizes the SPLAT method for documenting patient falls and reporting them to a physician. More information on the SPLAT method can be found at Cathy Cress, MSW blog.
Glogster
As I search for new ways to present information, I discovered Glogster while reading an article titled "UsingWeb 2.0 Tools to Balance Work, Life, and Term Papers." The author, Rochelle Franklin describes life as a PhD student and online instructor and how she was able to simplify her life with Web 2.0 tools. One of the tools she utilized was Glogster. The application allows one to create interactive posters with videos, links, text, and pictures. Franklin loaded her screencasts to one Glog providing her students with a single place to access all the videos. Taking inspiration from this article, I created a Glog about the services offered at the UIndy library. The Library Glog is part of an ongoing project myself and other classmates created last semester, the LAUNCH program. A portion of the program is dedicated to assisting students become familiar with the library and how to perform database searches.
Glogster posters look amazing when they are finished, however the application is not user-friendly. The edit boxes will tell the user to "drop in" images, but the application does not actually allow the drop feature. The images must be uploaded via the "magnet" toolbar, then selected for each box. Also, to edit the text within the boxes, the user must double click the box, select edit text, and navigate away from the pop-up screen to the actual text box. Surprisingly, the easiest portion was uploading the YouTube videos. The "magnet" toolbar links directly to YouTube allowing the user to perform a simple search, preview the video, then insert into the Glog. Another drawback is the inability to embed the Glog in this post. Glogster offers an embed code, but I have embedded the code three times with no success. Finally, as a student I received a 30 day free trial. After 30 days I will need to pick a package ranging from $39-390 per year. Glogster does provide audio, video, text, and URL links to provide an interesting presentation of information, but due to the difficulty I experienced creating the Glog I will most likely not purchase a subscription.
The Library Glog I created can be viewed here
References:
Franklin,
R. (2011). Using Web 2.0 Tools to Balance Work, Life, and Term Papers. Distance
Learning, 8(3), 31-34. Retrieved from https://ezproxy.uindy.edu/login?url=
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67744837&site=ehost-live
Jefferies,
P. & Clochesy, J. (2012) Clinical simulations: An experiential,
student-centered pedagogical approach. In Billings, D. & Halstead, J.
(Eds.) Teaching in Nursing: A Guide for
Faculty (p.352-369). St. Louis, MO: Elsevier.
Thursday, March 6, 2014
Collaboration and Digital Storytelling
As nurses, we are constantly encouraged to collaborate with our peers and share our stories. Undergraduate, graduate, and practicing nurse education can benefit from incorporating these two learning strategies.
Collaboration
First, collaboration allows people to share ideas and solve problems together. The advantages of collaborative learning include fostering teamwork, accountability, and efficient completion of large assignments (Rowles, 2012). Technology provides various avenues for collaboration. Wikis, video conferencing, social media, blogs, and document sharing platforms, such as Google docs, all provide easily accessible ways to collaborate. One of the main disadvantages of collaborative learning is the schedule conflict group members experience (Rowles, 2012). Technology allows group members to work together at varying times and places eliminating the schedule conflict dilemma. For example, the previous post discusses how to utilize a wiki to complete a group paper. Sharing information, editing the document, and providing resources were all completed with the wiki rather than having to hold several in person meetings. Below is a screenshot of how the use of colored font enabled the group to track individual contributions.
Digital Storytelling
Digital storytelling is simply sharing a story with digital media (University of Houston, 2014). The story should have audio and video components, whether they be voice-overs or video recording.
Below is a short video providing a simple definition and overview of how digital stories are created.
Digital stories may be utilized in nursing education in multiple ways. Instructors may choose to create the story in order to teach new content. For example, taking a written case study and transforming it into a digital story for students to view. Students can also create their own digital stories as an assignment. Digital storytelling assignments allow the students to be creative while requiring them to engage in high-order thinking (Du Fore, 2013). Stories require organization, planning, and synthesis of information to convey the desired message to the audience. Furthermore,when students share stories of personal experience, other students gain knowledge from clinical situations they may never encounter while in school. Finally, in nursing practice story telling serves as method to reduce compassion fatigue and cope with poor patient outcomes (Landis, 2014).
Blendspace
Blendspace is a website providing teachers with tools to integrate technology into their classroom. The website combines both collaboration and digital storytelling. Lessons created by the instructor are in digital storytelling format. The students are able to collaborate with one another through posting text or audio comments throughout the presentation. Furthermore, faculty can collaborate with one another through the "collaborate" button when finished editing a presentation. Below is a screenshot of this button, but it does require the user to upgrade in order to access this feature.
Students can also utilize blendspace to collaborate on projects together through the same feature. Once the lesson or presentation is complete, they are able to publish their product in a variety of ways:
For more information on how to utilize Blendspace for digital storytelling and collaboration watch the following YouTube webinars:
References
Du Fore, J. (2013) Digital storytelling on Blendspace. [Video file] Retrieved from
http://www.youtube.com/watch?v=RgAKK-BPl1g
Landis, E. (2014) Esthetic action: Creativity as a collaborative process. In Bradshaw, M. &
Lowenstein, A. (Eds.) Innovative teaching strategies in nursing and related health professions
(p.99-108). Burlington, MA: Jones and Bartlett.
Rowles, C. J. (2012) Strategies to promote critical thinking and active learning. In Billings, D. &
Halstead, J. (Eds.) Teaching in Nursing: A Guide for Faculty p.258-279). St Louis, MO: Elsevier
University of Houston (2014). Educational uses of digital storytelling. Retrieved from
http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30
Collaboration
First, collaboration allows people to share ideas and solve problems together. The advantages of collaborative learning include fostering teamwork, accountability, and efficient completion of large assignments (Rowles, 2012). Technology provides various avenues for collaboration. Wikis, video conferencing, social media, blogs, and document sharing platforms, such as Google docs, all provide easily accessible ways to collaborate. One of the main disadvantages of collaborative learning is the schedule conflict group members experience (Rowles, 2012). Technology allows group members to work together at varying times and places eliminating the schedule conflict dilemma. For example, the previous post discusses how to utilize a wiki to complete a group paper. Sharing information, editing the document, and providing resources were all completed with the wiki rather than having to hold several in person meetings. Below is a screenshot of how the use of colored font enabled the group to track individual contributions.
Digital storytelling is simply sharing a story with digital media (University of Houston, 2014). The story should have audio and video components, whether they be voice-overs or video recording.
Below is a short video providing a simple definition and overview of how digital stories are created.
Digital stories may be utilized in nursing education in multiple ways. Instructors may choose to create the story in order to teach new content. For example, taking a written case study and transforming it into a digital story for students to view. Students can also create their own digital stories as an assignment. Digital storytelling assignments allow the students to be creative while requiring them to engage in high-order thinking (Du Fore, 2013). Stories require organization, planning, and synthesis of information to convey the desired message to the audience. Furthermore,when students share stories of personal experience, other students gain knowledge from clinical situations they may never encounter while in school. Finally, in nursing practice story telling serves as method to reduce compassion fatigue and cope with poor patient outcomes (Landis, 2014).
Blendspace
Blendspace is a website providing teachers with tools to integrate technology into their classroom. The website combines both collaboration and digital storytelling. Lessons created by the instructor are in digital storytelling format. The students are able to collaborate with one another through posting text or audio comments throughout the presentation. Furthermore, faculty can collaborate with one another through the "collaborate" button when finished editing a presentation. Below is a screenshot of this button, but it does require the user to upgrade in order to access this feature.
For more information on how to utilize Blendspace for digital storytelling and collaboration watch the following YouTube webinars:
References
Du Fore, J. (2013) Digital storytelling on Blendspace. [Video file] Retrieved from
http://www.youtube.com/watch?v=RgAKK-BPl1g
Landis, E. (2014) Esthetic action: Creativity as a collaborative process. In Bradshaw, M. &
Lowenstein, A. (Eds.) Innovative teaching strategies in nursing and related health professions
(p.99-108). Burlington, MA: Jones and Bartlett.
Rowles, C. J. (2012) Strategies to promote critical thinking and active learning. In Billings, D. &
Halstead, J. (Eds.) Teaching in Nursing: A Guide for Faculty p.258-279). St Louis, MO: Elsevier
University of Houston (2014). Educational uses of digital storytelling. Retrieved from
http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30
Saturday, February 22, 2014
Collaboration and Screencasting Evaluation
Screencasting
Evaluation
New
technology requires a thorough evaluation prior to full implementation. After
creating two screencasts as part of graduate coursework, the next step is
evaluating the technology based on certain criteria. The criteria I have been
utilizing can be found at this link: Evaluation Criteria. Benefits of screencasting
include ease of access, both for student and instructor, availability of free
software or program downloads, reaching various types of learners, and ability
to save presentations in different formats. The Kahn Academy is an excellent
example of how screencasts can facilitate learning at any time or place. Their
mission is to “provide a free, world-class education for
anyone, anywhere.” (Kahn Academy, 2014). In the video below, Salman Kahn
describes how the Kahn Academy utilizes screencasting to first tutor students
in math, and then grew to include multiple subjects and all types of learners.
The video reinforces the benefits of screencasting. Students are able to repeat the screencast in order to clarify material or review before testing. Salman Kahn also highlights how the academy not only provides instruction in primary and secondary education, but in post-secondary education for adults. In today’s society, the adult learner must juggle family, work, and school. Screencasting decreases the time the learner spends on learning because the presentation can be tailored to each individual’s level of understanding. Students are able to skip or fast forward over content already mastered and repeat or rewind to concentrate on more difficult content. Finally, screencasting can be viewed from any location at any time allowing the student to choose the learning environment and the time of day appropriate for their lifestyle.
Collaboration Tools
Technology provides multiple ways to join people together.
Social networking sites, such as Facebook and Twitter, wikis, blogs, and document
sharing are all technology driven collaboration tools. As a graduate student,
the ability to share and collaborate on group papers via the internet is
essential. Over the past week, our group began utilizing PBworks to outline and
write our group paper. The evaluation criteria, linked above, were uploaded and
we were able to edit the document from our own computers. Creating a new
workspace was relatively easy, as the site prompts you through approximately
three steps. Once editing the document, the font color can be changed in order
to provide distinction between authors.
The only downfall we have experienced is to remember to click "save" at
the end of editing before moving to a new webpage. If save is not selected, the
editing is erased once navigation moves to a new webpage. Also, other Word
documents may be uploaded to the page. We uploaded our grading rubric, as well
as the evaluation criteria for reference. PBworks does not allow uploading of
Adobe files. Multiple research studies had to be sent via email because we were
not able to share these files through the wiki. Overall the tool has been
invaluable. As working adults, it is difficult to find time to meet and
collaborate on a group paper. The wiki has allowed each of us to contribute at
a different time.
References
Kahn Academy
(2014). What’s Kahn Academy all about? Retrieved from https://www.khanacademy.org/#mission-statement
Saturday, February 15, 2014
Screencast Presentation
I discovered screencast while exploring educational technology. By definition, screencasting is a video recording of the computer screen either with or without voice over commentary (Hargis & Yee, 2010). Various programs are available for screencasting, such as Camtasia, but there are free downloads also. As discussed in a previous post, Jing allows a free five minute screencast with 2 GB free storage online. I have found screencast-o-matic.com to be a superior program due to extended length of recording and multiple file formats for saving presentation. In addition, the pro version is only $15.00 for a year and allows for editing, doodling, zoom and pan while recording, and overlays. Screencast-o-matic also will record from your computers speakers; therefore if you wish to include another video, song, or animation in your presentation the sound is captured.
Below is a video giving an overview of screencasting, a tutorial on Screencast-o-matic.com, and an application of the program for teaching APA formatting.
References
Hargis, J. & Yee, K. (2010) Screencasts. Turkish Online Journal of Distance Education 11 (1), p. 9-12
Below is a video giving an overview of screencasting, a tutorial on Screencast-o-matic.com, and an application of the program for teaching APA formatting.
References
Hargis, J. & Yee, K. (2010) Screencasts. Turkish Online Journal of Distance Education 11 (1), p. 9-12
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