In tech savvy age where there are many different and new ideas of how science can improve the teaching/learning environment, technology itself has become an amazing tool. As new tools are developed and older models are enhanced, one can not resist the thoughts of spaceships and glactacia travel which seem to be closer than expected. As we look at the tool chosen for this Blog, one can only imaging what are the next phases by which this journey of technology may take this generation next. For this presentation we will discuss the use of the Prezi presentation tool.
Prezi is an online tool that can be used for presentations in both the business and school setting. Prezi was founded by Peter Arvai, Péter Halácsy, and Adam Somlai-Fischer in 2009, the founders of Prezi states that they are happy to present a different kind of presentation software to users, as their mission is to reinvent how people share knowledge, tell stories, and inspire their audiences to act, Prezi swears to gives limitless zoomable canvas and the ability to show relationships between the big picture and fine details (prezi.com, n.d). Prezi have been found to be more engaging, persuasive, and effective by university researchers (prezi.com, 2019).
Oregon State University (2019), states that instead of slides, Prezi makes use of one large canvas that allows you to pan and zoom to various parts of the canvas and emphasize the ideas presented there, it also supports the use of text, images, and videos and also provides a collection of templates to choose from to help new users get accustomed to the interface. Please view this simple video below on how you are able to put together a presentation using this app.
Prezi may be similar to other apps such as Scree-cast-o-matic that was previously used in this forum as an educational tool. One may suggest that Prezi may be an enhanced model to such app. Le’ts take a look at the advantages, and the disadvantages of Prezi according to Johnston (2014).
Advantages of using Prezi in the learning environment;
Easy to use.
A new fresh way of presenting information.
Sure to captivate your audience attention, with its eye-catching presentations.
Increase creativity.
Allows the zooming in effect that suggest a live and enhanced method of emphasis.
Presentations can be easily shared.
Disadvantages;
The audience may feel dizzy due to back and forth zooming.
Editing tools for creating graphics or charts in Prezi, need to be create these using some other tool and then import them into your canvas as an image or video.
In closing, just to demonstrate how easy this tool can be used, below I put together a simple video using Prezi for you the reader to enjoy and I hope it is something we can all relate to, However, due to audio issues I chose to utilize both screen cast o-matic recording and audio to present Prezi’s presentation (only because the audio version of prezi was not allowed in the free trial). Do enjoy and give your timely feedback, Thank you colleagues.
References; Johnston, S. (2014). Prezi and PowerPoint – overview and major differences. Business Productivity Retrieved from https://www.businessproductivity.com/prezi-and-powerpoint-overview-and-major-differences/ Oregon State University (2019). Prezi Retrieved from https://is.oregonstate.edu/executive-summary/prezi Prezi.com, (n.d). Visualizing greate things. Retrieved from https://prezi.com/about/ Prezi.com (2019) What makes Prezi so Unique Retrieved from https://prezi.com/product/
Sunday, July 14, 2019
Assignment 3. 14/07/2019 Community of Inquiry + Blended Learning = Student Educational Experience. Introduction.
The learning environment
can be such a dynamic forum, especially with the
implementation of
innovative technology. Like nursing, there are different framework that can be
applied to guide the practice. One of the framework that can be used to guide
how methods are used in the learning environment, is the use of The Community
of Inquiry. This framework provides a meaningful structure for developing,
implementing, and exploring online learning, it also helps us as teachers to
build positive blended learning communities online, once proper
strategies are utilized. In this framework there are three different but
important aspects, each interlink and significantly important to each other,
and most importantly resulting in the students’ educational experience.
These three domains include the; Teaching presence; Social presence; and
Cognitive presence. A framework such as this, can be very valuable as it
applies to the blended learning environment. The Blended learning environment
can be such as diverse area, as it includes online learning and a bit of the
traditional setting, where a face-to-face interaction is involved. In this blog
we will discuss the different prospective as we discuss the framework of the
Community of Inquiry, as it applies to the Blended Learning Environment, and
determine the Educational Experience that we would like students to encounter.
The Community of Inquiry is a theoretical framework that
represents a process of creating a deep and meaningful
collaborative-constructivist learning experience through the development of the
three interdependent elements, of the social presence, cognitive presence and
teaching presence (Garrison & Akyol, 2013). Developing relationships in the
blended setting is a valuable aspect as it relates to learning, and having a
social presence is significant to any successful student outcome.
Social Presence: Social presence was
initially defined as the ability of learners to project themselves (i.e., their
personal characteristics) socially and emotionally, thereby representing
themselves as “real” people, in a community of inquiry (Rourke, Anderson,
Garrison & Archer, 2001). According to Garrison and Akyol (2013), Social
presence means creating a climate that supports and encourages probing questions,
skepticism, expressing and contributing to ideas; and when individuals identify
with the group and the purpose, the group is more productive.
Programs such as, Blog promotes which promotes
conversation in the online settings among the student population. As well as,
Screencast-o-matic in collaboration with you-tube is used to create videos
which can be used as a useful tool for explaining topics, which is also a good
way in which group members can give and receive feedback for videos content,
all of which promotes the social presence in the online/blended learning
environment.
Second, Cognitive Presence: According to
Garrison, Anderson & Archerto (2016), the extent to which learners are able
to construct and confirm meaning through sustained reflection and discourse,
additionally, cognitive presence considers how students move through the
learning process, how they approach new problems, grow in understanding, and
convey it to their learning community. In this domain, teachers would want to
clarify any misconception students may have with the content of the lesion
that’s being taught or give proper or additional explanations for the students
who may not understand the lesson with the first attempt of teaching.
In addition, teachers should encourage students to brain
storm and to use their problem solving skills to resolve new subject matters
that may arise in the class. This ensures that the cognitive presence of the
students is well concreted, whereby they are now able to apply the content to
critically think and are able to develop, connect and apply new ideas were
needed. The focus of cognitive presence is to help students develop the means
to move beyond the early stages of learning, to a stage where learning has meaning
and where they can understand and apply new concepts (Garrison, Anderson, &
Archer, 2000).
Finally, Teacher Presence: The Teaching
presence is formally defined “as the design, facilitation and direction of
cognitive and social processes for the purpose of realizing personally
meaningful and educationally worthwhile learning outcomes (Anderson, Rourke,
Garrison, & Archer, 2001). In agreement with Garrison and Akyol (nd),
teaching presence is crucial for realizing intended learning outcomes, it is
the key element in integrating social and cognitive presence during the inquiry
process, teaching presence is what the instructor do to create a purposeful and
productive learning environment. In the online setting if teachers do not
possess the skill or knowledge to gauge or get all students involved in the
classes interaction, classes can be very boring place with poor student input,
leaving students confused or uninterested in the topic discussed.
In today's virtual learning environment learners
expect; classes to be a fun and interactive learning atmosphere, immediate
feedback be given and that the teachers take a proactive and active role in
teaching (Ordóñez de Pablos, 2014). Indeed, an educator has the
responsibilities to make the online learning environment a place where learning
is fun and informational, all of which a positive learning experience should
occur.
BLENDED LEARNING.
The traditional learning environment has its down fall, in
comparison to the online learning environment. One of my lecturers even
promoted the Blended learning environment for our next degree (PHD), I guess it
can be classified as really being the best of both worlds. Blended course
designs involve instructor and learners working together in mixed delivery
modes, typically face-to-face and technology mediated, to accomplish learning
outcomes that are pedagogically supported through assignments, activities, and
assessments as appropriate for a given mode and which bridge course
environments in a manner meaningful to the learner (McGee & Regis,
nd).
As seen above if we were to apply the Community of Inquiry
framework and the blended learning environment, the blended learning will fit
very composed in each domain. In order to produce a productive and effective
teaching session the teachers must be able to reach the students with different
and interesting teaching strategies. As we have acknowledged, the blended
learning environment provides the room for these events. For instance, because
the character of the social domain involves increased interactions, teachers in
the blended community can develop and utilize different methods in which to
interact with their students in the social domain.
As such, creating class groups, getting involved in weekly
blogs thus ensuring increased communication and feedback and face-to-face
sessions, are just some instances that the two can be harmonized. In addition,
the cognitive and social presence are two domains that are also used in the
blended learning environment. Teachers should be able to identify will all type
of students and their learning styles, in order to cognitively and socially
interact in the blended learning setting, to ensure that her/his student
encounter a positive learning experience.
In conclusion, the important framework of the community of
inquiry and blended learning environment are all essential aspects to encourage
positive and purposive educational learning experience for our students.
Do enjoy my short video of this Blog that will give detailed information: https://youtu.be/SwNd_e_ld0g
References; 1. Anderson, T., L. Rourke, D.R. Garrison and W. Archer (2001). Assessing teaching presence in a computer conferencing context, Journal of Asynchronous Learning Networks 5 (2).
2. Garrison, Anderson & Archer (2016). Theory in Practice Community of Inquiry Framework Cognitive Presence (Part 3 of 4) Retrieved from https://www.gvsu.edu/cms4/asset/DDA0C5A1-F2C8-45EB 056F498BFB5F383C/coi_cognitive_presence_tip.pdf 3. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105 4. Mc Gee, P. & Reis, A. (nd) BLENDED COURSE DESIGN: A SYNTHESIS OF BEST PRACTICES Retrieved from http://myelearning.sta.uwi.edu/pluginfile.php/722074/mod_resource/content/1/BLENDED%20COURSE%20DESIGN_A%20SYNTHESIS%20OF%20BEST%20PRACTICES.pdf
5. Ordóñez de Pablos, P. (2014). Assessing the Role of Mobile Technologies and Distance Learning in Higher Education.
Wednesday, July 3, 2019
The Role Of The Nursing Educator In A 21st Century Learning
Environment.
A nurse educator
according to Mcur and Mulaudzi (2015), refers to a professional nurse, who has
acquired a nursing education specialist, who develops and trains student nurses
in theory and practice to produce competent professionals, and who will be able
to provide total quality patient care at all levels. As such, these nursing
educators have a huge responsibility in guiding the population of nurses for
generations ahead. Nursing education has evolved from an apprentice-style of
education to one that requires an education grounded in liberal arts and calls
for the development of critical thinking abilities who continue to make
significant contributions to our understanding of the patient experience
(Morin, 2014). The main aim of nursing education according to Olsson and
Gullberg (1991), is to develop the nursing profession, to clarify the
professional role, to set goals of professional programs, and to recognize the
professional status.
Adjusting
to the dynamics of the 21st century may be demanding for nursing
educators, some more than others. More and more have we seen teaching methods being
changed from the traditional way. The use of chalk, blackboard and duster can
be seen less; however, the use of technology with multi-media, computers and
other software devices are being utilized habitually, these devices not only
makes learning fun, but also accessible in other parts of the world. As society
evolves, access to information and the type of data have also changed. More and
more the nursing practice have become sensitive and reliance on evidence based
practice, which is guided by enhanced theoretical framework. Nursing educators must
therefore, keep abreast with all these changes to continue to be effective
leaders. With the implementation of Electronic Health Records and Nursing
Informatics, nursing educators must be able to adapt and understand these
applications, not only for their own self education, but to educate students in
this student-centered teaching environment.
Figure 1. NURSING INFORMATICS in USE.
Challenges in fulfilling the role of
the Nurse Educator in the 21st century.
1. Nursing educators may not be qualified and Knowledgeable or possess the ability
to teach this generation of nurses, therefore, they must become qualified and
able to utilize their qualifications, to meet the needs of this advanced
student nurse population. Although some nursing educators may have the recommended
criterion, being able to teach and explain lessons may be difficult due to lack
of experience, not having proper teaching skills that are required, or they may
not know how to apply what they have learned on paper and translate it to the practical
setting.
2. Inability to Merge the art and science of caring, together with the
easily accessible technology. According toFawaza, Hamdan-Mansourb,
and Tassia (2018), outcome-oriented education is currently being highlighted
rather than process-based learning. For instance, through skill-based
techniques; evidence-based techniques in education; providing students a rich
learning journey unlike former models of traditional lecturing; and
incorporating evolved learning technologies in programs. Thus, technology have
now become internet and web based, educators must be tech-savvy to manoeuvre these
devices. Accessing and utilizing; e-books, internet-hosted material, computer
access and broadband internet services, IT rooms, smart-boards, and video-conferencing,
and implementation of technology in clinical practice, should be easy for
nursing educators to use.
3. Challenges with Curriculum
Development; Nursing educators should also be able to be creative in continuously
formulating curricular modifications in this rapidly evolving professional
practice (Fawaza, Hamdan-Mansourb, & Tassia, 2018). Being able
to modify the nursing student curriculum to meet the needs of the all stakeholders
directly involved inclusive of; the nursing students, their learning styles and
most importantly the patients who receive care.
4. Unable to Balance Nursing and
Nursing education as a two floe profession. According
to RN Journal of Nursing (2019), the chronically ill hospitalized patient
population of today combined with the inherent complexities of managing
patients with various pathologies make the ability to critically think and act
especially important. They further states that, Nurse educators who teach these courses must meet the accepted standards
by graduating safe practitioners and by maintaining appropriate accreditations
in order to teach the students. Nursing educators should always be equip with
advance evidence based knowledge and updated practice, to ensure what they
teach their nursing students the skills that are within safe and effective
quality care practices.
Understanding and Applying Concepts, Models or Framework.
The understanding
of instructional contexts and design models, learning objectives and
lesson plans indeed help to overcome such challenges, because these are systematic
methods in teaching that the educator can use to guide their teaching
techniques. As suggested by Baron (2017), understanding the processes of a
concept-based curriculum helps educators refine curricular structures, teaching
techniques, and teaching-learning evaluative methods; concept-based teaching
requires educators to construct learning using concepts and exemplars while
implementing student-centered learning activities with authentic experiences
from clinical practice.
Below is an educational framework entitled
Framework for 21st Century School Nursing Practice. Nursing
educators can utilize theoretical frameworks such as these to meet the needs of
their student population.
The National Association of School Nurse’s (NASN) Framework
for 21st Century School creates an overarching structure that includes concepts
integral to the complex clinical specialty, it provides a graphic illustration
of the key principles of professional practice, reflecting the organization's
stance for evidence-based best practice and providing focus to priority school
nursing activities.
In conclusion, it will be in the best
interest of all involved for nursing educators of the 21st century to maintain their
consistency of innovative ways to guide students in the learning environment. Once
the nursing educators identify creative ways to better relate clinical
experiences, maintain their balance in their profession, keep up to date with
their skills, develop techniques to assist their students to think critically while
they utilize technology in their practice, and plan students’ curriculum
effectively, health care at this given at the tech-savvy era will not only
enhanced but exceptional.
Below is video based on the Qualities
and Characteristics of an Effective and Efficient Nursing Educator of the 21st
Century.DO ENJOY!!!
Reference;
Baron K. A. (2017). Changing to Concept-Based
Curricula: The Process for Nurse Educators.
The open nursing
journal, 11, 277–287. doi:10.2174/1874434601711010277
Fawaza, Hamdan-Mansourb, and Tassia (2018).Challenges facing nursing education in the
advanced
healthcare environment International
Journal of Africa Nursing Sciences
Volume 9, 2018, Pages
105-110 Retrieved from https://doi.org/10.1016/j.ijans.2018.10.005
Morin, K., H. (2014).
Nursing education: The past, present and future |Volume : 2|Issue :
4|Page : 136-141 DOI: 10.4103/1658-600X.142781
Retrieved from
http://www.thejhs.org/article.asp?issn=2468-6360;year=2014;volume=2;issue=4;spage=136;epage=141;aulast=Morin
National Association
of School Nursing (2019) Framework for 21st Century School Nursing
