Module 10 Reflections
1. There were strategies, resources, and processes that I found really helpful as I constructed my Course Development Document, and others that did not work for me.
Strategies
Helpful strategies included organising the volume of material to be read and utilised for each module a week or two in advance. Creating online folders in advance also meant I could easily save comments made by others, headings and questions to be answered into new documents. Setting aside some time each day to log on and read messages saved too many surprises (good and bad!) and proved (Chickering, 1996) time on task to be relevant for me. Using Cecil was initially unhelpful as I found it slow and irritating but like most thinks it did become familiar.
Resources
Meeting the learner where they are at-I found that as a novice to education papers I needed to find resources that set some education related foundations in place. I found these in the books designed for teachers, not related to health. A video depicting (Hayward, 2005) student centred learning helped me understand this concept and (Shelly, 2006) provided a comprehensive background on using technology to teach.
Time on task was my downfall when straying too far from the subject matter by clicking on "interesting looking links". Sometimes these turned up treasure but the majority of time was fruitless. As a result the design of my CDD may cause my learners to feel swamped as they attempt to wade through the number of resources.
Processes
Working collaboratively with other disciplines made me uncomfortable initially, waiting for responses to communication and a general level of uncertainty around group "rules". Having deadlines were a mixed blessing; they kept me "on task" again but meant submitting my work mostly before others.
The fear of being "seen" being different or not good enough was good learning and preparation for nurturing learners in the future. I am skilled in group work where people are shy to contribute and hope some of my own experience will help to nurture future online collaborators gain confidence.
Printing of readings and proof reading became time consuming and my ability to read on screen has improved, probably using a larger font when tired was making a positive difference. Feedback has been very useful, sometimes timely and very interesting to see the difference and similarities in approaches.
2. Considering my project and the various elements of e-learning that I explored in this course, the depiction or metaphor for instructional design that I created in Module 9 provides a useful model of instructional design and the role it plays in teaching, learning, and professional development. NB. This has not uploaded, please view at http://cecil.auckland.ac.nz/.-
Within Cecil/Discussions/Course Development/ Schematic for Instructional Design/Robyn, dated 3/06/07).
Creating a visual model fits in with (Chickering, 1996) setting high standards! In Module 5 tasked with creating a visual model I really struggled. The technology and knowledge was beyond me. Having one try made the second attempt easier, seeing other models also helped to firm up what I wanted to create. Ryders description of what is meant by an Instructional Design Model has helped me create a visual aid to legitimise my view of clinical teaching. I plan to use it for auditing and as part of an application for funding the course development!
3. The strategy underlying my learning design reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into clinical education, e-learning, and instructional design.
The insights have been many, not the least is an understanding of many educational terms and descriptions that I had a very vague notion of at the outset and now can at least understand the literature. The electronic journey has transported me to world within worlds where knowledge and understanding has certainly been constructed and reconstructed within my own mind.
I can identify with (Cennamo, 1996) who describes the lived process of creating meaning made of the experience interacting with materials, teacher and other learners.
Driscoll's description in Cennamo's article of Constructivist Theory most closely matches my beliefs of using authentic, student centred, social, facilitating a group process to encourage self directed and self regulating learners.
Perhaps the biggest challenge in this course was getting over me! Reaction to the TPI carried over for weeks as I disliked the notion of being "put into a box". Reading Leah's reflections 13/06/07 the discomfort over TPI's has endured. However, as the course evolved Apprenticeship, Nurturing and Developmental perspectives resonated with strategies I was developing for the CDD. Adam gave me advice which was always useful, sometimes hard but always sound. Finally following up on some of that advice I found my" teaching" self in the (Nunes, 2003) Conference proceedings. The learning overall has been enormous, cementing my pragmatic view of the necessity for continued online learning opportunities.
Resources in Hospice are limited and needs are increasing. Using as many self directed learning strategies that are effective will help to prepare and provide training for just in time learning and deeper more reflective processes. Our team does some work with patients and families using email, all the team use electronic record and data collecting. E-Learning is already well known to those who have undertaken Postgraduate study although for some it has been the "books on line" method. I will use my knowledge and experience of this Semester to make the most of Online Learning within my own team.
References
Cennamo, K., S. Abell, Sandra, K. Chung, Mi-Lee. (1996). A "layers of negotiation" model for designing constructivist learning materials. Educational technology, 36(4), 39-48.
Chickering, A., W. and Ehrmann, Stephen, C. (1996). Implementing the Seven Principles: Technology as a Lever. AAHE Bulletin (October), 3-6.
Hayward, N. D., Janet. (2005). Student-centred learning [videorecording]. Bendigo, Vic.: Video Education Australasia.
Nunes, M. B., & McPherson, M. (2003). Constructivism vs. Objectivism: Where is difference for Designers of e-Learning Environments? Paper presented at the Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies
Shelly, G., B. Cashman, Thomas. J. Gunter, Glenda. A. Gunter, Randolp.E. (2006). Teachers Discovering Computers; Integrating Technology and Digital Media in the Classroom (Fourth ed.). Boston: Thomson Course Technology.
Thursday, June 14, 2007
Sunday, May 20, 2007
Module 8
Draft Course Development Document for Peer Review
Table Formatting Lost (whoever has the dubious privilege of giving feedback, I can email as an attatchment to your email address)
Robyn at home-boocock@internet.co.nz
at work robyn.boocock@mercyhospice.org.nz
Course Development Document
E-Learning & Clinical Education (ClinEd 711)
department: Hospice Palliative Care
course: Orientation to Community Team
course coordinator: Robyn Boocock
project sponsor: None
date: May 2007
doc version:
[To complete this document, use the MS Word version; left click in the grey boxes and type.]
Scoping Questionnaire
Project Title:
Development of Orientation Programme Utilizing E-Portfolio
Client:
Mercy Hospice Auckland (MHA)
Project Goal:
To develop an 8-10 hour Training Programme that introduces Hospice Palliative Care Nurses (HPCN) to CommunityTeam Work
Development Team:
Robyn Boocock (Clinical Nurse Educator) and potentially Helen West (IT Support at MHA)
Project Objectives:
Structure of Learning Objectives and Content for Course/Module:
Unit/Module/Topic Learning objectives
(consistent with Needs Analysis Document) Learning hours Who is responsible for content?
What is the intended audience, and any characteristics that are relevant to your learning design and its implementation?
HPCN are self directed and self motivated Postgraduate learners. The majority of HPCN taking up Community work are new to the Community setting but experienced Palliative Care Nurses. By virtue of joining the Community Team there is commitment to developing new skills for a new setting. Community HPCN work autonomously within a Interdisciplinary Team framework. Learning is intended to be self generated, self directed, useful for the individual and the team and integrated into the HPCN working life.
If this is an existing course/module, how has it been delivered in the past?
There is no formal course but a process of integration that includes precepting with several team members and individually created Orientation Plans that are developed from each nurses particular experience levels. Orientation is usually a period of some weeks with an expectation that a full work load is taken within 6 months.
In 1-2 paragraphs, what is your intended teaching/learning strategy for the course/module in an e-learning environment?
Your strategy should be:
1. consistent with your Project Goal and Project Rationale from your Needs Analysis Document;
2. enacted by, and consistently evident throughout, your learning design in this document.
The introduction or Orientation to Community work is intended to lay the foundations for Self-directed and lifelong learning. HPCN work alone for the majority of their Patient/Family contact time. Their work is complex, situational and requiring expertise to support Patients/Families in preparing for death. Work is often "messy" and occurs in context free settings requiring resourceful, resilient and collaborative nurses.
The e-learning approach builds naturally on the move towards total electronic record keeping by the Community Team. The strategy of the course is to develop in the HPCN the ability to utilise the electronic method to gain accurate, timely and useful information to support practice. The course is intended to be stimulating, thought provoking, creative and useful to the HPCN by revealing a way of working that can save time, provide a real resource and repository for professional work.
Learning Design (note the colour-coding in relation to the e-learning framework)
Module/Topic and
Learning task
Student role/activities (what will students do?) Technologies
(how will you enable access,
communication,
collaboration?) Resources (what materials or information will students draw on to complete the task?) Teacher role (how will you support the students as they undertake the task?) Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)
Built into course Contributed during course
. . ).
Does your learning design depart from Herrington et al’s (2001) ‘Quality Guidelines for Online Courses’. If so, how, and why?
Are there any technical or other constraints on the development?
There is no provision in the current conversion to Electronic Record Management for my project. Management would need to committ to a pilot project which may be approved in the Annual Business Plan. Funds would current role or within the Hospice for adding more work to develop this project at present.
Current Budget Available:
Nil, funds may be won from grant aplications.
When will the project begin?
With Management Approval and Budget
When will the project end?
10 months after approval date
What are the project deliverables & milestones, and who is responsible?
Deliverables Timeline Responsibility Milestones
Scoping of Project
Software
Installation
Training Costs
3 months Robyn and Helen Cost of Implementation
In Hours and Dollars
Team Awareness and Buy In
Developing a Timeline
1 month Robyn Meetings with Angela(Community Team Leader)and Julia(Unit Manager)
Training Needs
Training
1 month Robyn, Helen and Angela Identification of Pilot Participants
Pilot Training
1 month Robyn, Helen, Angela and Trainees Go Live
Review and Assessment
Weekly and final report at 3 months after Go Live Robyn, Helen, Angela and Trainees Functional Programme
Signed off by Project Sponsor:
Name: Date:
Learning Design
Module /Topic and Learning Task
Student Role/Activities Technologies
Resources
Teacher role (how will you support the students as they undertake the task?)
Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)
Introduction and Course Outline
Includes Organisational expectation of facilitator,manager and student in time and what will be produced, i.e. students will have a copy of this document.
Suggested time limit spent on each task
Layout of work , type and size of font.
Referencing important but not critical. Need to acknowledge where information is found. Informal style acceptable.
Expected
dates of commencement and completion
Progression to next training stage with review against competency standards averaging 3+ across domains. Read and ask questions about content/understanding
Visit these websites, Consider adding to favourites in toolbar.
(Use Hyperlink if unsure how)
Choose one website, write a paragraph reviewing its usefulness.
Email your review to "Mercy Peek" at any time during your Orientation Period. (10 weeks)
(MHA inhouse circular published fortnightly)
cc to Facilitator CUPID or LAMS Course Management Learning System (McGee, 2005)
http://www.lamsinternational.com/documents/1.0/winks/
Resources for General use throughout course
http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/
htt://www.vts.intute.ac.uk/acl/tutorial?sid=932168&op=preview&manifestid=175&page=linksbasket&_pshowall=1
http://en.wikipedia.org/wiki/Main_Page
Free Postgraduate Coursework
http://ocw.mit.edu/index.html
Inhouse Journals Online-MHA subscribe to
The International Journal of Palliative Nursing
And
The International Journal of Palliative Medicine
Management support for reimbursment of Broadband costs.
Internet Access at home or at work.
How to use LAMS.
Hyperlinks to Concertia Workbook Tasks. (Concertia is the web based electronic system used at MHA).
HR support/Employee Assisted Programme if required.
Facilitator Search Support/Library Help
Email facilitator your requests and I will advise how, where to find an article within one working day.
Public Libraries/ Digital Library
http://www.aucklandcitylibraries.com/findyoursubject/digitallibrary/digitallibrary.htm Hyperlink to relevant policies -Competency Statements and
Reimbursement policy/form.
Instructions and directions within the Course Management Learning System.
Reminder about balance and self care.
Early student/facilitator contact if events in own life prevent completion of work.
IT Helpdesk phone number (24/7)
Instructor (plus cellphone)
and Manager phone number during work hours. Hyperlinks to Competency Statements in Human Resources Policy Online
Respond to the published review of a website within a day of print by
1.Personal email congratulating on achievement and usefulness to team.
2. Suggestions, questions and further direction if warranted.
1.
Enculturisation into CommunityTeam
Self Directed Learning Exercise
Create a Wiki within a 2 day period. Send the address and password to facilitator and other students.
Post to the Wiki
3 reasons you choose to work in this particular team
AND
3 areas you would like to feel more confident about while working with patients and families by the end of this 10 week period.(Chickering, 1996).
Submit any course enquiries to the FAQ section of the LAMS and see if you can respond to any questions already posted there by other students.
Consider how you might organise your E-Portfolio. A website to try is posted in Resource column. You may find others or have your own ideas.
Create Your Free Wiki (Wiki means fast/fast and is a place to "post" information on the web).
http://pbwiki.com/edu.html
website
http://www.kzoo.edu
Examples of E-Portfolios
http://www.eperc.mcw.edu/fastFact/ff_177.htm
Preceptor
Previous Computer training, skills already acquired and other students/work team
Example of a method to merge learning with an E-portfolio and future learning/teaching within their role as a resource for the Community and Generalsit teams.
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806
Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies.
Instructions on how to create a Wiki Step by step using written, animated and voice instructions.
Some examples provided
Facilitator and Team Manager have access to Wikis
Facilitatoraand Team Manager will give prompt/daily feedback (working days).
Develop prompting questions, pose solutions and mediate any discussion
IT Helpdesk phone number (24/7) instructor and manager phone number during work hours Feedback
Confidential contact can be generated by HPCN, Facilitator or Manager at any stage throughout the process to revise goals, add coaching or further support.
Summative Assessment at the end of the 10 weeks using performance review and competency standards
(hyperlinked documents)
2.Assessment Skills and Needs Assessment
Demonstrates in discussions an understanding of the type of assessments required within a community setting
(wordcount 200 400)
Documents the characteristic needs in a care plan
Choose a patient/family scenario or compile one with elements that challenge you
Visit websites
Consider the Learning Objectives and Skills required in The Geriatric Assessment
How do they relate to your community visits? What are the similarities? What are the differences?
Submit draft to your Wiki by end of second week for peer comment and feedback.
Feedback given by other students/ teacher by week 4.
Students submit their final draft visiting and action plan by week 8.
Students evaluate each others ideas week 9.
Submits final draft week 10.
Posted on electronic notice board by using CUPID a database driven website
Hyperlinks to
Palliative Care Handbook
http://book.pallcare.info/index.php?tid=87
Palliative Care Website with Clinical Studies, Pharmacological and Links to Relevant Websites
http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/
Medical Library with Disease and Treatment Options, Interactive and Patient Information
http://www.mercksource.com/pp/us/cns/cns_health_library.jspzQzpgzEzzSzppdocszSzuszSzcnszSzcns_health_library_mainzPzhtm
Pharmacology
http://www.icp.org.nz/
The Geriatric Assessment
http://ocw.tufts.edu/Course/42/Syllabus
http://openlearn.open.ac.uk/mod/resource/view.php?id=43716
Read
3: The quality of dying
3.1: Choices in dying
Prior knowledge and learning within an Interdisciplinary Team
Several similar examples of assessments from Creative Commons.
Other Team Multidisciplinary Team Members by email or "face to face".
Rubric communicating expectation of draft wordcount and deadline.
Establish style of submission i.e. informal writing naming sources and articles, using a refernce style if they choose
Range of case studies posted for students to choose from(Chickering, 1996). All case studies will include an Ethical,Symptom Management and a Cultural Element.
Evidence of collaboration will be required
Prompting questions
Marked draft with comments is returned by
Final care plans are produced which will be kept by participants.
Secure Chat Room Evidence of collaboration will be assessed by facilitator visiting the discussion board and Wiki(s).
3. Self Care and Resilience
Discusses and describes work issues, triggering factors, support and self care techniques.
Actively problem solves with other team members following MHA Supervision structure.
Student begins an e-journal for personal reflection and to meet professional requirements set down by NZ Nursing Council Competency Requirements and MHA (attends regular supervision, contributes to peer supervision). Spend 5 minutes each working day to reflect and write in your electronic journal.
Students contribute to a private student/peer chat room weekly. Secure Discussion with Read only initially. With group agreement moving to read/write ability.
Students email the facilitator a short description of their learning by 5th and 10th week
With student permission
posted to group to enhance deep learning Discussion board within Learning and Management System.
http://www.lamsinternational.com/documents/1.0/winks
Policy, format and rules of supervision hyperlinked.
Paternalism http://openlearn.open.ac.uk/course/view.php?id=2494.
Power point presentation on Professional Boundaries (own resource).
Suggested Readings
Hyperlinked PDF/read only articles and book excerpts
Relating to ethically challenging issues
(Aranda, 2001; Baird & Rosenbaum, 1989; Bauby, 1997; Bolen, 1996; Bolton, 1987; Bowman, 2000; Buckman, 1998; Corr & Corr, 1983; Coulehan, 2000; De Hennezel, 1997; Duraghee, 1996; Katherine, 1993; Kjolseth & Ekeberg, 1997; McGrath & Edwards, 2000) (D. L. Volker, 12/19/2003).
Students will be asked to follow the peer review format currently used in face to face supervision.
Starting and re-starting questions can be posed. Moderating in discussion if contact is losing direction or becoming personality driven/dominated.
Facilitator shares own experiences and vulnerabilities-is "real". Moderated online by Family Support Counsellor who is invited to join in by students at week 3 and subsequently at student/s request.
Summative assessment at end of 10 weeks during Competency Review.
Question will be
'What does the student find supportive in their daily practice and outside of work.
What triggers have they identified?"
4.Professional Resposibilities
Understands own boundaries and limitations
Aware of when to refer to other disciplines
Articles on Professional Boundaries posted online with hyperlinks to other readings.
Anonymous case studies of collated scenarios are posted on the electronic noticeboard.
Students study the scenarios and indicate (using colour highlighter ) points of referral to Multidisciplinary Team and/or other community services and disciplines.
Completed scenarios are emailed to other
Students and members of the Multidiciplinary Team. Hyperlinked Power Point Presentation on Professional Boundaries with video and audio captured on digital camera. Preceptor
Hyperlink to Article on What the Palliative Care Patient Wants.
In Process
Dilemmas about professional boundaries overlap/ potential for Gatekeeping
In Process List of possible referral points
Educator provides email contact if student requests with prompting questions and directions Peer/ preceptor feedback Multidisciplinary feedback
Formative assessment.
5.Communication Skills
Uses Information Technology both internally and the World Wide Web to provide appropriate and accurate information to other health professionals
Accesses Current Medication Information
Trains or retrains using Concertia (MHA web based electronic system)handbook
Follows instruction on how to use cell phone on audio instruction
(CD)
Makes notes on "how to" in e-journal
Use on-line palliative drugs website
Adds this to "favourites"
Copies commonly used medications to e-journal.
Construct a 15 minute Power Point Presentation using an aspect of current learning that would help new team members integrate- Topic mutually agreed with Manager. http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/
http://openlearn.open.ac.uk/mod/resource/view.php?id=43732:
Read
3 The quality of dying
3.9: Bad deaths
Instructions on How to Construct a Power Point - A google search/ You choose !
.com/search?q=online+instructions+for+making+a+power+point&sourceid=ie7&rls=com.microsoft:en-US&ie=utf8&oe=utf8
Microsoft instructions
FreeB computer skills training at Public Libraries
Free Downloadable Typing Programmes
www.senselang.com/
timetoteach.co.uk/typingmaster.html
Administration Manager will help in constructing Power Point if requested by email. 1:1 training in Concertia by Facilitator
IT Helpdesk phone number (24/7) instructor and manager phone number during work hours Able to use electronic hyperlinks to policies
Able to use electronic diaries, email, group email
Develops a Power point presentation that is useful to the Team.
Incorporation of Power Point into Training Programme-feedback given directly to student/student may choose to deliver the Power Point to a group
Personal email congratulating on achievement and usefulness
6. Time Management Skills
Able to navigate the quickest route to a destination within their community
Evaluates the usefulness of local Online navigation programmes
Students are allocated an electronic navigation programme to review, discuss and debate merits and problems in asynchronous threaded discussion.
Results are posted to Unit Manager for publishing in the Mercy Peek.
http://www.finditonline.co.nz/map.php
http://maps.yellowpages.co.nz/clients/places.cgi?client=yellnzyp&source=g_yp Other Community HPCN with experience using traditional map reading methods Moderating comments and clarifying questions IT helpdesk and email to Facilitator Email acknowledging
Evidence of map search.
Congratulation on achievement and usefulness to the team.
Suggestions and further direction if warranted by Preceptor, Manager or Facilitator.
7.Working with Diversity
Identifies Cultural groups that make up the population of a designated area within central Auckland
Recognises some of their particular practices and can include this in own work.
Compiles an Electronic Directory of contacts for Translation Services, Cultural Advisors.
Students post details to the FAQ page.
These are collated in week 10 into a shared directory for the whole team.
Emails queries about work area to Social Worker and Kaiatawhai (Multidisciplinary Team).
Copy of email sent to facilitator.
Demographic Information available at
www.stats.govt.nz/census/
www2.stats.govt.nz/domino/external/pasfull/pasfull.nsf/web/Brochure+Auckland+City+Census+2001+Area+data?
www.stats.govt.nz/products-and-services/Articles/census-snpsht-cult-diversity-Mar02.htm - 56k
Further reading and Course Information
SOCIOLOGY 106 - LEARN - The University of Auckland Library
www.library.auckland.ac.nz/subjects/socio/course-pages/sociology106
Borrow "Fate Spirits and Curses" book from Resource Room or
Local Library
Fate, spirits and curses : mental health and traditional beliefs in some refugee communities / Kathy Jackson.
Call Number 362.2 J13
On request by student by email Helpdesk/ Family Support and Manager available for advice and direction by email. Feedback requested from Family Support Team at 10 weeks around the compiled resource. Demonstrated knowledge
Included in Care Plan Development or Competency review/Summative Assessment.
References
Aranda, S. (2001). Silent voices, hidden practices. International Journal of Palliative Care, 7(4), 178-185.
Baird, R. M., & Rosenbaum, S. E. (1989). Euthanasia: The Moral Issues. New York: Prometheus Books.
Bauby, J. D. (1997). The Diving Bell and the Butterfly. London: Fourth Estate.
Bolen, J. S. (1996). Close to the Bone. U.S.A.: Harper Collins.
Bolton, R. (1987). People Skills. Sydney: Simon & Schuster.
Bowman, K. W. (2000). Communication, Negotiation, and Mediation: Dealing with Conflict in End-of-Life Decisions. Journal of Palliative Care(October), 17-23.
Buckman, R. (Ed.). (1998). Communication in palliative care: a practical guide (Second ed.). Oxford: Oxford University Press.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Corr, C. A., & Corr, D. M. (Eds.). (1983). Death in Modern Society. New York: Springer Publishers.
Coulehan, J. (2000). Feeding the Moral Sense: The Case of Jim Blair. Journal of Clinical Ethics, 11(3), 272-278.
D. L. Volker, R., PhD, AOCN. (12/19/2003). Assisted Dying and End-of -Life Symptom Management [Electronic Version].
De Hennezel, M. (1997). Intimate Death. London: Warner Books.
Duraghee, T. (1996). Reflective Practice: linking theory and practice in palliative care nursing. International Journal of Palliative Nursing, 2(1), 22-25.
Katherine, A. (1993). Boundaries. New York: Parkside Publishing.
Kjolseth, I., & Ekeberg, O. (1997). [Suicide attempts among the elderly]. Tidsskr Nor Laegeforen, 117(27), 3988-3991.
McGee, P., Carmean, Colleen, Jafari, Ali. (2005). Course Management Systems for Learning: Beyond Accidental Pedagogy. London: Information Science Publishing.
McGrath, H., & Edwards, H. (2000). Difficult Personalities: A practical guide to managing the hurtful behaviours of others ( and maybe your own!). Sydney: Choice Books.
Draft Course Development Document for Peer Review
Table Formatting Lost (whoever has the dubious privilege of giving feedback, I can email as an attatchment to your email address)
Robyn at home-boocock@internet.co.nz
at work robyn.boocock@mercyhospice.org.nz
Course Development Document
E-Learning & Clinical Education (ClinEd 711)
department: Hospice Palliative Care
course: Orientation to Community Team
course coordinator: Robyn Boocock
project sponsor: None
date: May 2007
doc version:
[To complete this document, use the MS Word version; left click in the grey boxes and type.]
Scoping Questionnaire
Project Title:
Development of Orientation Programme Utilizing E-Portfolio
Client:
Mercy Hospice Auckland (MHA)
Project Goal:
To develop an 8-10 hour Training Programme that introduces Hospice Palliative Care Nurses (HPCN) to CommunityTeam Work
Development Team:
Robyn Boocock (Clinical Nurse Educator) and potentially Helen West (IT Support at MHA)
Project Objectives:
Structure of Learning Objectives and Content for Course/Module:
Unit/Module/Topic Learning objectives
(consistent with Needs Analysis Document) Learning hours Who is responsible for content?
What is the intended audience, and any characteristics that are relevant to your learning design and its implementation?
HPCN are self directed and self motivated Postgraduate learners. The majority of HPCN taking up Community work are new to the Community setting but experienced Palliative Care Nurses. By virtue of joining the Community Team there is commitment to developing new skills for a new setting. Community HPCN work autonomously within a Interdisciplinary Team framework. Learning is intended to be self generated, self directed, useful for the individual and the team and integrated into the HPCN working life.
If this is an existing course/module, how has it been delivered in the past?
There is no formal course but a process of integration that includes precepting with several team members and individually created Orientation Plans that are developed from each nurses particular experience levels. Orientation is usually a period of some weeks with an expectation that a full work load is taken within 6 months.
In 1-2 paragraphs, what is your intended teaching/learning strategy for the course/module in an e-learning environment?
Your strategy should be:
1. consistent with your Project Goal and Project Rationale from your Needs Analysis Document;
2. enacted by, and consistently evident throughout, your learning design in this document.
The introduction or Orientation to Community work is intended to lay the foundations for Self-directed and lifelong learning. HPCN work alone for the majority of their Patient/Family contact time. Their work is complex, situational and requiring expertise to support Patients/Families in preparing for death. Work is often "messy" and occurs in context free settings requiring resourceful, resilient and collaborative nurses.
The e-learning approach builds naturally on the move towards total electronic record keeping by the Community Team. The strategy of the course is to develop in the HPCN the ability to utilise the electronic method to gain accurate, timely and useful information to support practice. The course is intended to be stimulating, thought provoking, creative and useful to the HPCN by revealing a way of working that can save time, provide a real resource and repository for professional work.
Learning Design (note the colour-coding in relation to the e-learning framework)
Module/Topic and
Learning task
Student role/activities (what will students do?) Technologies
(how will you enable access,
communication,
collaboration?) Resources (what materials or information will students draw on to complete the task?) Teacher role (how will you support the students as they undertake the task?) Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)
Built into course Contributed during course
. . ).
Does your learning design depart from Herrington et al’s (2001) ‘Quality Guidelines for Online Courses’. If so, how, and why?
Are there any technical or other constraints on the development?
There is no provision in the current conversion to Electronic Record Management for my project. Management would need to committ to a pilot project which may be approved in the Annual Business Plan. Funds would current role or within the Hospice for adding more work to develop this project at present.
Current Budget Available:
Nil, funds may be won from grant aplications.
When will the project begin?
With Management Approval and Budget
When will the project end?
10 months after approval date
What are the project deliverables & milestones, and who is responsible?
Deliverables Timeline Responsibility Milestones
Scoping of Project
Software
Installation
Training Costs
3 months Robyn and Helen Cost of Implementation
In Hours and Dollars
Team Awareness and Buy In
Developing a Timeline
1 month Robyn Meetings with Angela(Community Team Leader)and Julia(Unit Manager)
Training Needs
Training
1 month Robyn, Helen and Angela Identification of Pilot Participants
Pilot Training
1 month Robyn, Helen, Angela and Trainees Go Live
Review and Assessment
Weekly and final report at 3 months after Go Live Robyn, Helen, Angela and Trainees Functional Programme
Signed off by Project Sponsor:
Name: Date:
Learning Design
Module /Topic and Learning Task
Student Role/Activities Technologies
Resources
Teacher role (how will you support the students as they undertake the task?)
Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)
Introduction and Course Outline
Includes Organisational expectation of facilitator,manager and student in time and what will be produced, i.e. students will have a copy of this document.
Suggested time limit spent on each task
Layout of work , type and size of font.
Referencing important but not critical. Need to acknowledge where information is found. Informal style acceptable.
Expected
dates of commencement and completion
Progression to next training stage with review against competency standards averaging 3+ across domains. Read and ask questions about content/understanding
Visit these websites, Consider adding to favourites in toolbar.
(Use Hyperlink if unsure how)
Choose one website, write a paragraph reviewing its usefulness.
Email your review to "Mercy Peek" at any time during your Orientation Period. (10 weeks)
(MHA inhouse circular published fortnightly)
cc to Facilitator CUPID or LAMS Course Management Learning System (McGee, 2005)
http://www.lamsinternational.com/documents/1.0/winks/
Resources for General use throughout course
http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/
htt://www.vts.intute.ac.uk/acl/tutorial?sid=932168&op=preview&manifestid=175&page=linksbasket&_pshowall=1
http://en.wikipedia.org/wiki/Main_Page
Free Postgraduate Coursework
http://ocw.mit.edu/index.html
Inhouse Journals Online-MHA subscribe to
The International Journal of Palliative Nursing
And
The International Journal of Palliative Medicine
Management support for reimbursment of Broadband costs.
Internet Access at home or at work.
How to use LAMS.
Hyperlinks to Concertia Workbook Tasks. (Concertia is the web based electronic system used at MHA).
HR support/Employee Assisted Programme if required.
Facilitator Search Support/Library Help
Email facilitator your requests and I will advise how, where to find an article within one working day.
Public Libraries/ Digital Library
http://www.aucklandcitylibraries.com/findyoursubject/digitallibrary/digitallibrary.htm Hyperlink to relevant policies -Competency Statements and
Reimbursement policy/form.
Instructions and directions within the Course Management Learning System.
Reminder about balance and self care.
Early student/facilitator contact if events in own life prevent completion of work.
IT Helpdesk phone number (24/7)
Instructor (plus cellphone)
and Manager phone number during work hours. Hyperlinks to Competency Statements in Human Resources Policy Online
Respond to the published review of a website within a day of print by
1.Personal email congratulating on achievement and usefulness to team.
2. Suggestions, questions and further direction if warranted.
1.
Enculturisation into CommunityTeam
Self Directed Learning Exercise
Create a Wiki within a 2 day period. Send the address and password to facilitator and other students.
Post to the Wiki
3 reasons you choose to work in this particular team
AND
3 areas you would like to feel more confident about while working with patients and families by the end of this 10 week period.(Chickering, 1996).
Submit any course enquiries to the FAQ section of the LAMS and see if you can respond to any questions already posted there by other students.
Consider how you might organise your E-Portfolio. A website to try is posted in Resource column. You may find others or have your own ideas.
Create Your Free Wiki (Wiki means fast/fast and is a place to "post" information on the web).
http://pbwiki.com/edu.html
website
http://www.kzoo.edu
Examples of E-Portfolios
http://www.eperc.mcw.edu/fastFact/ff_177.htm
Preceptor
Previous Computer training, skills already acquired and other students/work team
Example of a method to merge learning with an E-portfolio and future learning/teaching within their role as a resource for the Community and Generalsit teams.
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806
Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies.
Instructions on how to create a Wiki Step by step using written, animated and voice instructions.
Some examples provided
Facilitator and Team Manager have access to Wikis
Facilitatoraand Team Manager will give prompt/daily feedback (working days).
Develop prompting questions, pose solutions and mediate any discussion
IT Helpdesk phone number (24/7) instructor and manager phone number during work hours Feedback
Confidential contact can be generated by HPCN, Facilitator or Manager at any stage throughout the process to revise goals, add coaching or further support.
Summative Assessment at the end of the 10 weeks using performance review and competency standards
(hyperlinked documents)
2.Assessment Skills and Needs Assessment
Demonstrates in discussions an understanding of the type of assessments required within a community setting
(wordcount 200 400)
Documents the characteristic needs in a care plan
Choose a patient/family scenario or compile one with elements that challenge you
Visit websites
Consider the Learning Objectives and Skills required in The Geriatric Assessment
How do they relate to your community visits? What are the similarities? What are the differences?
Submit draft to your Wiki by end of second week for peer comment and feedback.
Feedback given by other students/ teacher by week 4.
Students submit their final draft visiting and action plan by week 8.
Students evaluate each others ideas week 9.
Submits final draft week 10.
Posted on electronic notice board by using CUPID a database driven website
Hyperlinks to
Palliative Care Handbook
http://book.pallcare.info/index.php?tid=87
Palliative Care Website with Clinical Studies, Pharmacological and Links to Relevant Websites
http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/
Medical Library with Disease and Treatment Options, Interactive and Patient Information
http://www.mercksource.com/pp/us/cns/cns_health_library.jspzQzpgzEzzSzppdocszSzuszSzcnszSzcns_health_library_mainzPzhtm
Pharmacology
http://www.icp.org.nz/
The Geriatric Assessment
http://ocw.tufts.edu/Course/42/Syllabus
http://openlearn.open.ac.uk/mod/resource/view.php?id=43716
Read
3: The quality of dying
3.1: Choices in dying
Prior knowledge and learning within an Interdisciplinary Team
Several similar examples of assessments from Creative Commons.
Other Team Multidisciplinary Team Members by email or "face to face".
Rubric communicating expectation of draft wordcount and deadline.
Establish style of submission i.e. informal writing naming sources and articles, using a refernce style if they choose
Range of case studies posted for students to choose from(Chickering, 1996). All case studies will include an Ethical,Symptom Management and a Cultural Element.
Evidence of collaboration will be required
Prompting questions
Marked draft with comments is returned by
Final care plans are produced which will be kept by participants.
Secure Chat Room Evidence of collaboration will be assessed by facilitator visiting the discussion board and Wiki(s).
3. Self Care and Resilience
Discusses and describes work issues, triggering factors, support and self care techniques.
Actively problem solves with other team members following MHA Supervision structure.
Student begins an e-journal for personal reflection and to meet professional requirements set down by NZ Nursing Council Competency Requirements and MHA (attends regular supervision, contributes to peer supervision). Spend 5 minutes each working day to reflect and write in your electronic journal.
Students contribute to a private student/peer chat room weekly. Secure Discussion with Read only initially. With group agreement moving to read/write ability.
Students email the facilitator a short description of their learning by 5th and 10th week
With student permission
posted to group to enhance deep learning Discussion board within Learning and Management System.
http://www.lamsinternational.com/documents/1.0/winks
Policy, format and rules of supervision hyperlinked.
Paternalism http://openlearn.open.ac.uk/course/view.php?id=2494.
Power point presentation on Professional Boundaries (own resource).
Suggested Readings
Hyperlinked PDF/read only articles and book excerpts
Relating to ethically challenging issues
(Aranda, 2001; Baird & Rosenbaum, 1989; Bauby, 1997; Bolen, 1996; Bolton, 1987; Bowman, 2000; Buckman, 1998; Corr & Corr, 1983; Coulehan, 2000; De Hennezel, 1997; Duraghee, 1996; Katherine, 1993; Kjolseth & Ekeberg, 1997; McGrath & Edwards, 2000) (D. L. Volker, 12/19/2003).
Students will be asked to follow the peer review format currently used in face to face supervision.
Starting and re-starting questions can be posed. Moderating in discussion if contact is losing direction or becoming personality driven/dominated.
Facilitator shares own experiences and vulnerabilities-is "real". Moderated online by Family Support Counsellor who is invited to join in by students at week 3 and subsequently at student/s request.
Summative assessment at end of 10 weeks during Competency Review.
Question will be
'What does the student find supportive in their daily practice and outside of work.
What triggers have they identified?"
4.Professional Resposibilities
Understands own boundaries and limitations
Aware of when to refer to other disciplines
Articles on Professional Boundaries posted online with hyperlinks to other readings.
Anonymous case studies of collated scenarios are posted on the electronic noticeboard.
Students study the scenarios and indicate (using colour highlighter ) points of referral to Multidisciplinary Team and/or other community services and disciplines.
Completed scenarios are emailed to other
Students and members of the Multidiciplinary Team. Hyperlinked Power Point Presentation on Professional Boundaries with video and audio captured on digital camera. Preceptor
Hyperlink to Article on What the Palliative Care Patient Wants.
In Process
Dilemmas about professional boundaries overlap/ potential for Gatekeeping
In Process List of possible referral points
Educator provides email contact if student requests with prompting questions and directions Peer/ preceptor feedback Multidisciplinary feedback
Formative assessment.
5.Communication Skills
Uses Information Technology both internally and the World Wide Web to provide appropriate and accurate information to other health professionals
Accesses Current Medication Information
Trains or retrains using Concertia (MHA web based electronic system)handbook
Follows instruction on how to use cell phone on audio instruction
(CD)
Makes notes on "how to" in e-journal
Use on-line palliative drugs website
Adds this to "favourites"
Copies commonly used medications to e-journal.
Construct a 15 minute Power Point Presentation using an aspect of current learning that would help new team members integrate- Topic mutually agreed with Manager. http://www.capc.org/research-and-references-for-palliative-care/add-resources-websites/
http://openlearn.open.ac.uk/mod/resource/view.php?id=43732:
Read
3 The quality of dying
3.9: Bad deaths
Instructions on How to Construct a Power Point - A google search/ You choose !
.com/search?q=online+instructions+for+making+a+power+point&sourceid=ie7&rls=com.microsoft:en-US&ie=utf8&oe=utf8
Microsoft instructions
FreeB computer skills training at Public Libraries
Free Downloadable Typing Programmes
www.senselang.com/
timetoteach.co.uk/typingmaster.html
Administration Manager will help in constructing Power Point if requested by email. 1:1 training in Concertia by Facilitator
IT Helpdesk phone number (24/7) instructor and manager phone number during work hours Able to use electronic hyperlinks to policies
Able to use electronic diaries, email, group email
Develops a Power point presentation that is useful to the Team.
Incorporation of Power Point into Training Programme-feedback given directly to student/student may choose to deliver the Power Point to a group
Personal email congratulating on achievement and usefulness
6. Time Management Skills
Able to navigate the quickest route to a destination within their community
Evaluates the usefulness of local Online navigation programmes
Students are allocated an electronic navigation programme to review, discuss and debate merits and problems in asynchronous threaded discussion.
Results are posted to Unit Manager for publishing in the Mercy Peek.
http://www.finditonline.co.nz/map.php
http://maps.yellowpages.co.nz/clients/places.cgi?client=yellnzyp&source=g_yp Other Community HPCN with experience using traditional map reading methods Moderating comments and clarifying questions IT helpdesk and email to Facilitator Email acknowledging
Evidence of map search.
Congratulation on achievement and usefulness to the team.
Suggestions and further direction if warranted by Preceptor, Manager or Facilitator.
7.Working with Diversity
Identifies Cultural groups that make up the population of a designated area within central Auckland
Recognises some of their particular practices and can include this in own work.
Compiles an Electronic Directory of contacts for Translation Services, Cultural Advisors.
Students post details to the FAQ page.
These are collated in week 10 into a shared directory for the whole team.
Emails queries about work area to Social Worker and Kaiatawhai (Multidisciplinary Team).
Copy of email sent to facilitator.
Demographic Information available at
www.stats.govt.nz/census/
www2.stats.govt.nz/domino/external/pasfull/pasfull.nsf/web/Brochure+Auckland+City+Census+2001+Area+data?
www.stats.govt.nz/products-and-services/Articles/census-snpsht-cult-diversity-Mar02.htm - 56k
Further reading and Course Information
SOCIOLOGY 106 - LEARN - The University of Auckland Library
www.library.auckland.ac.nz/subjects/socio/course-pages/sociology106
Borrow "Fate Spirits and Curses" book from Resource Room or
Local Library
Fate, spirits and curses : mental health and traditional beliefs in some refugee communities / Kathy Jackson.
Call Number 362.2 J13
On request by student by email Helpdesk/ Family Support and Manager available for advice and direction by email. Feedback requested from Family Support Team at 10 weeks around the compiled resource. Demonstrated knowledge
Included in Care Plan Development or Competency review/Summative Assessment.
References
Aranda, S. (2001). Silent voices, hidden practices. International Journal of Palliative Care, 7(4), 178-185.
Baird, R. M., & Rosenbaum, S. E. (1989). Euthanasia: The Moral Issues. New York: Prometheus Books.
Bauby, J. D. (1997). The Diving Bell and the Butterfly. London: Fourth Estate.
Bolen, J. S. (1996). Close to the Bone. U.S.A.: Harper Collins.
Bolton, R. (1987). People Skills. Sydney: Simon & Schuster.
Bowman, K. W. (2000). Communication, Negotiation, and Mediation: Dealing with Conflict in End-of-Life Decisions. Journal of Palliative Care(October), 17-23.
Buckman, R. (Ed.). (1998). Communication in palliative care: a practical guide (Second ed.). Oxford: Oxford University Press.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Corr, C. A., & Corr, D. M. (Eds.). (1983). Death in Modern Society. New York: Springer Publishers.
Coulehan, J. (2000). Feeding the Moral Sense: The Case of Jim Blair. Journal of Clinical Ethics, 11(3), 272-278.
D. L. Volker, R., PhD, AOCN. (12/19/2003). Assisted Dying and End-of -Life Symptom Management [Electronic Version].
De Hennezel, M. (1997). Intimate Death. London: Warner Books.
Duraghee, T. (1996). Reflective Practice: linking theory and practice in palliative care nursing. International Journal of Palliative Nursing, 2(1), 22-25.
Katherine, A. (1993). Boundaries. New York: Parkside Publishing.
Kjolseth, I., & Ekeberg, O. (1997). [Suicide attempts among the elderly]. Tidsskr Nor Laegeforen, 117(27), 3988-3991.
McGee, P., Carmean, Colleen, Jafari, Ali. (2005). Course Management Systems for Learning: Beyond Accidental Pedagogy. London: Information Science Publishing.
McGrath, H., & Edwards, H. (2000). Difficult Personalities: A practical guide to managing the hurtful behaviours of others ( and maybe your own!). Sydney: Choice Books.
Tuesday, May 15, 2007
Module 7
Learning Objects1. Which repositories did you visit, and what process/strategy did you use to locate an appropriate learning object? What tips would you offer to somebody else undertaking their own search?
The search for Learning Objects was fraught with distractions and frustrations, swamped by readings, juggling multiple windows and waiting for video downloads. Lack of computer skill (Gunn, 2005) and poor equipment functionality (Shu Yua & 2006; Zemsky, 2004) have given me new insight into e-learning. Adopting Greal and Elliots' definition of Learning Objects (Anderson, 2004) as text, graphics, audio or video that are guided or directed a Learning Object was eventually chosen.
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806 (Appendix 3.)
MLX Package #1784:Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies (Supporting Research Design and Literature Review is attached in Appendix 2.)
However without guidance text, graphics, audio, video and other media are identified as Knowledge Objects according to Anderson (2004). Several Knowledge Objects augment the Learning Object in medium derived from;
http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm http://openlearn.open.ac.uk/course/category.php?id=6 http://openlearn.open.ac.uk/course/view.php?id=2494
Strategies and Tips for Palliative Care Educators Searching for Learning or Knowledge Objects
1. Be search specific. Include terms Free, Open, Learning Objects, Medical, Nursing narrowing to Palliative Care.
2. Time on task!(Chickering, 1996). Stop when you have drifted too far away from your search terms or set a time limit on length of time spent searching.
3. Follow suggestions-from librarians, course leaders, other students and suggested links on individual web pages.
4. Be aware of hidden barriers (Cost, Institutional or National memberships only) that gatekeep many learning and knowledge objects.
5. Try Discipline Specific-Hospice or Palliative Care Organisations. St. Christopher's Hospice, Hospice New Zealand, Toronto University (Leeder & 2002) hosting "Ian Anderson Continuing Education Program in End-of Life Care" are all free and accessible. They all provide a huge range of downloadable referenced power point presentations. Most require much cutting, pasting and reformatting to reproduce. I have used them after a courtesy email to the author/ receipt of permission.
7. Save your searches into your favourites folder to eliminate time wasted repeating searches. Share them with others, utilise the "File:"send to" option on your toolbar also useful if you are working remotely and would use these addresses at work.
8. Have low expectations and be pleasantly surprised (D.(n.d.) Wiley & ; Zemsky, 2004)
9. Maintain a sense of humour.
2. What learning objective(s) will the learning object help your students achieve? How?
Learning Objectives are Identification and Insight into patient and family Ethical Issues which improves Hospice Palliative Care Nurses Assessment abilities. Insight is only possible where the HPCN is able to recognise personal and professional boundaries (Katherine, 1993; McGrath & Edwards, 2000) identifying situations where s/he may be triggered. Learning outcomes will result in more insightful, reflective and resilient HPCN. Reflection may occur before, during or after action (Fook, 2000; Schon, 1983, 1987).
Students will be required to submit an introductory self-reflection based on MLX Package #1784: Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies. The cultural package will be augmented by a course on Paternalism from http://openlearn.open.ac.uk/course/view.php?id=2494. combined with an existing power point presentation on Professional Boundaries (own resource).
HPCN encounter ethically challenging issues including requests for assistance in prematurely ending life (D. L. Volker, 12/19/2003). Euthanasia readings will be hyperlinked as suggested reading material including (Aranda, 2001; Baird & Rosenbaum, 1989; Bauby, 1997; Bolen, 1996; Bolton, 1987; Bowman, 2000; Buckman, 1998; Corr & Corr, 1983; Coulehan, 2000; De Hennezel, 1997; Duraghee, 1996; Katherine, 1993; Kjolseth & Ekeberg, 1997; McGrath & Edwards, 2000).
Their self reflecting introduction will be prompted with questions such as "reflect on the article and discuss how you might react in this situation". A word count and timeline will be included in the form of a rubric outlining expectations (Chickering, 1996).
These learning objects will stimulate reflection and identification of challenges presenting the HPCN in daily community work. This process, defended as constructivist, not solely academic (Nunes, 2003) but occurring in a situated and authentic way aiming to develop expertise (Fook, 2000). Nunes' (2003) paper addresses academic learning in higher institutions whereas Fook (2000) describes skills and knowledge constructed in multidisciplinary expert teams. HPCN are located firmly in such an expert team.
3. What are the terms and conditions for accessing and re-using the learning object in your course?
My Learning Object is free, downloadable and reusable. It is created under the umbrella of the Creative Commons (http://creativecommons.org/. They are free with permission from the author, to be re-used, reshaped for education not commercial purposes, acknowledging the author. Gunn (2005) supports a standardised approach which is reflected in the Creative Coomons, encouraging reuse and repurposing of Learning Objects.
4. How will you integrate the learning object into your course design? Can it be used exactly as is, or does it (or your course) require changes? Are changes permissible/realistic?
(Leeder & 2002) warns of the cost involved starting without a Learning Object or from "scratch". (D. (n.d.) Wiley & )supports the "bits and pieces" approach to developing a robust platform that is transparent to students. Permission to adapt the contents of the course will be gained by emailing the author.
The Learning Object comprises 3 weblinks and 8 supplements which are all functional. The object is not immediately usable. It is designed as a longer course involving audio technology. The material however provides a research base supporting storytelling as an authentic learning method. It is the Storytelling componenet that resonates with the preferred learning tool amongst HPCN in my particular setting. Rubrics for assessment are available for inclusion and adaptation to the specific tasks and outcomes. See links below-
http://www.mcli.dist.maricopa.edu/mil/fellows.php?what=bio&yr=6&id=0
Maricopa Institute for Learning web. Above link to Holly McKinzie Beene project 2005-2005.
http://helenbarrett.com/portfolios/SITEStorytelling2006.pdf
Barrett, H. (2006) "Researching and Evaluating Digital Storytelling as a Deep Learning Tool." Article includes outcome-based research design and detailed rubric.
http://www.coe.uh.edu/digitalstorytelling/evaluation.htm
"Educational Uses of Digital Storytelling" focuses on University of Houston’s Laboratory for Innovative Technology in Education (LITE) research studies on effectiveness of digital storytelling; includes detailed rubrics.
Goals, equipment resources required and assessment are all included in the package. The major task requires students compile a digital/audio/visual product demonstrating their cultural identity. Depending on the student's ability and resources the digital/audio/visual component may be substituted or augmented by autobiography posted by email.
Repurposing the course is estimated at 5-10 hours work.
5. What knowledge, experience and attitudes of your particular student group do you anticipate might help or hinder the integration of your learning object? How can you best harness or overcome these factors?
HPCN enjoy telling their stories. They have indicated in a recent education review that this is their preferred method of learning. Self disclosure and reflective practice are already embedded in the culture in the form of Peer Supervision, Multidisciplinary Team Meetings and Debriefings following Critical Events. These practices build a strong sense of team. (Akar, 2004) points to establishing a strong sense of community to provide successful online collaboration.
Low Computer Technology Skills may hinder some. However, training in electronic web based systems is currently underway at Mercy Hospice Auckland. Utilizing this proposed Orientation training package e-portfolio will complement and cement newly acquired skills.
Prompt and frequent feedback until confidence is established will provide support (Chickering, 1996). Many have already completed Postgraduate Studies either partially or fully distance learning mode. For these it will be a refreshing of computer knowledge. Shu & Yua (2006) in a study of Community Nurses discovered deterrents were cost of computer equipment and uses of personal time to undergo training. These have been voiced in my place of work. Management understanding and buy in will be pivotal to successfully utilizing the e-portfolio Orientation to Community programme. The investment in a web based electronic record currently underway provides a way to "piggyback" the training package into the workplace.
For those unused to working with the material and format prompting questions will provide a starting place in the reflective response followed by ongoing discussion in a asynchronous group forum. The ability to work at a chosen place and space may suit some, for those who do not have adequate systems at home there is provision in the workplace to access computer and internet.
Hyperlinks to websites and articles will reduce anxiety about lack of researching skills combined with high support initially is anticipated until familiarity is gained with information.
As an initial and concurrent task able students will be asked to compile a list of FAQ's. Groups will vary in size from 2 to perhaps 5 at the most. Peer mentoring, feedback and trainer voice will moderate towards collaborative learning (Dylan 25/4 blog). The smaller the group the less interaction, however, deeper connections may result with less threads to follow.
References
Akar, E. O., E. Tuncer,B. Wiethoff,M. (2004). Evaluation of a collaborative virtual learning environment [Electronic Version]. Education & Training, 46, 343. Retrieved 29/04/07 from http://proquest.umi.com.ezproxy.auckland.ac.nz/pqdlink?did=711341801&sid=1&Fmt=4&clientId=13395&RQT=309&VName=PQD
Anderson, T. E., F. (Ed.). (2004). Theory and Practice of Online Learning. Athabasca: Athabasca University.
Aranda, S. (2001). Silent voices, hidden practices. International Journal of Palliative Care, 7(4), 178-185.
Baird, R. M., & Rosenbaum, S. E. (1989). Euthanasia: The Moral Issues. New York: Prometheus Books.
Bauby, J. D. (1997). The Diving Bell and the Butterfly. London: Fourth Estate.
Bolen, J. S. (1996). Close to the Bone. U.S.A.: Harper Collins.
Bolton, R. (1987). People Skills. Sydney: Simon & Schuster.
Bowman, K. W. (2000). Communication, Negotiation, and Mediation: Dealing with Conflict in End-of-Life Decisions. Journal of Palliative Care(October), 17-23.
Buckman, R. (Ed.). (1998). Communication in palliative care: a practical guide (Second ed.). Oxford: Oxford University Press.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Corr, C. A., & Corr, D. M. (Eds.). (1983). Death in Modern Society. New York: Springer Publishers.
Coulehan, J. (2000). Feeding the Moral Sense: The Case of Jim Blair. Journal of Clinical Ethics, 11(3), 272-278.
D. L. Volker, R., PhD, AOCN. (12/19/2003). Assisted Dying and End-of -Life Symptom Management [Electronic Version].
De Hennezel, M. (1997). Intimate Death. London: Warner Books.
Duraghee, T. (1996). Reflective Practice: linking theory and practice in palliative care nursing. International Journal of Palliative Nursing, 2(1), 22-25.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Gunn, C., Woodgate, S., & O’Grady, W. . (2005). Repurposing learning objects: a sustainable alternative.: ALT-J, Research in Learning Technology, 13(3), 189-200. .
Katherine, A. (1993). Boundaries. New York: Parkside Publishing.
Kjolseth, I., & Ekeberg, O. (1997). [Suicide attempts among the elderly]. Tidsskr Nor Laegeforen, 117(27), 3988-3991.
Leeder, D., Wharrad, H., & Davies, T. , & (2002, 13th, 14th &15th November 2002.). Beyond institutional boundaries: reusable learning objects for multi- professional education. . Paper presented at the The 3rd Annual Research Conference of the School of Nursing & Midwifery Studies, University of Dublin, Trinity College,.
McGrath, H., & Edwards, H. (2000). Difficult Personalities: A practical guide to managing the hurtful behaviours of others ( and maybe your own!). Sydney: Choice Books.
Nunes, M. B., & McPherson, M. (2003). Constructivism vs. Objectivism: Where is difference for Designers of e-Learning Environments? Paper presented at the Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies
Schon, D. A. (1983). The Reflective Practitioner. U.S.A.: Harper Collins.
Schon, D. A. (1987). Educating the Reflective Practitioner.
Shu Yua, K.-F. Y., & (2006). Attitudes toward web-based distance learning among public
health nurses in Taiwan: A questionnaire survey
[Electronic Version]. International Journal of Nursing Studies, 767–774 from www.elsevier.com/locate/ijnurstu.
Wiley, D. n. d., & Cast of Characters & How to Use This Book, in Advanced Topics in Learning Object Design and Reuse. Retrieved Retrieved January 7, 2007,, from http://ocw.usu.edu/Instructional_Technology/Advanced_Topics_in_Learning_Object_Design_and_Reuse/characters.htm.
Wiley, D. n. d., & The Definition Debate, in Advanced Topics in Learning Object Design and Reuse. Retrieved Retrieved January 7, 2007,, from http://ocw.usu.edu/Instructional_Technology/Advanced_Topics_in_Learning_Object_Design_and_Reuse/debate.htm.
Zemsky, R., & Massy, W. F. . (2004). The dynamics of innovation. In Thwarted innovation: What happened to e-learning and why? [Electronic Version], 7-12. Retrieved Retrieved August 31, 2006, from http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf
Appendix 1.
Palliative Care Websites; Searches and Evaluation.
Very Useful
http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm
http://www.merlot.org/merlot/communities.htm
has a well organised site accessed on this ocassion by a link from medline. http://www.merlot.org/merlot/viewMaterial.htm?id=91342
Has an excellent auscultation package complete with sound and explanations.
http://www.cityofhope.org/prc/
City of Hope Pain & Palliative Care Resource Center Website and a hyperlinked inventory of text resources for City of Hope Pain & Palliative Care Resource Center Website. A self paced pain ,management questionaire- American, needing adjustment to local situation. Permission clear on homepage that all the Palliative Information is free and adaptable.
http://www.hms.harvard.edu/cdi/pallcare/resources.htm
http://www.capc.org/research-and-references-for-palliative-care/ click on the link -
Additional Resources and Websites turns up an entire page of resources, contacts and Learning objects. Containing an interactive video/text neuropathic pain module
http://palliative.info/ has a teaching learning repository. http://www.cme.utoronto.ca/endoflife/default.htm holds entire training programme complete with notes, how to hold discussions and full sets of power point slideshows.
http://www.vts.intute.ac.uk/acl/tutorial?sid=951426&op=preview&manifestid=175&itemid=
Internet for Nursing, Midwifery and Health Visiting
Cochrane Library
http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html?mode=startsearch&products=all&unitstatus=none&opt1=OR&Query2=&zones2=article-title&opt2=AND&Query3=&zones3=author&opt3=AND&Query4=&zones4=abstract&opt4=AND&Query5=&zones5=tables&FromYear=&ToYear=&Query1=palliative+care&zones1=keywords&submit_go.x=14&submit_go.y=12 submitted 14 reviews to support practice- seach for pall care
http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html?mode=startsearch&products=all&unitstatus=none&opt1=OR&Query2=&zones2=article-title&opt2=AND&Query3=&zones3=author&opt3=AND&Query4=&zones4=abstract&opt4=AND&Query5=&zones5=tables&FromYear=&ToYear=&Query1=nursing&zones1=keywords&submit_go.x=13&submit_go.y=10 reviews
(http://creativecommons.org/ for copyright information
Might be Useful
http://www.nlm.nih.gov/medlineplus/tutorials/
Provides a wealth of patient information related to cancer and other anatomy procedural tests. The material is protected by copyright specifically banning any change to the presentation, incorporation or integration into other programmes. It could be useful for patient education with a nurse alongside to skip over the Amercian pieces.
http://www.myphr.com/resources/tour.asp at Learning about learning objects http://www.learning-objects.net/modules.php?name=Web_Links&l_op=viewlink&cid=125 downloaded 11/05/07
Has an example of personal health records with colourful graphics but is copyrighted and would require the permission to use/change.
-Doubtful as the intent is to distribute and educate the American public. Might be useful to use as resource.
(http://www.ivimeds.org/) nursing (IVINURS http://www.ivinurs.org/),
Not Useful
MedEdPORTAL, and Palliative Care Educational Resources
Royal College Nurses(unless a fully paid member)
Appendix 2.
Supporting Information and Literature Review provided by Helen C. Barrett/Maricopa
Researching and Evaluating Digital Storytelling as a Deep Learning Tool
Helen C. Barrett
The REFLECT Initiative
United States
helen.barrett@comcast.net
Abstract
This roundtable will discuss Digital Storytelling as a tool for deep learning, and provide a framework for researching and evaluating the process. An emerging theory of storytelling as learning and reflection on practice will be discussed, as well as the role of digital storytelling in teacher education. This roundtable will focus on a proposed research design to collect data about digital storytelling in education; several digital storytelling rubrics used to assess completed projects; and a Literature
Review on Digital Storytelling.
Digital Storytelling: Convergence
This figure graphically demonstrates that Digital Storytelling facilitates the convergence of four
student-centered learning strategies: student engagement, reflection for deep learning, project-
based learning, and the effective integration of technology into instruction.
• How do digital stories provide evidence of deep learning?
• Under what conditions can digital stories be successfully used to support assessment for learning?
• Under what conditions do students take ownership of their digital stories?
• What are the benefits of developing digital stories as perceived by students, teachers,
administrators, and/or parents?
• What are perceived obstacles to implementing digital storytelling with P-12 students and how can
they be overcome?
• How does the quality of paper-based reflection differ from digital stories?
Data could be generated through surveys, on-site observations, online discussions, and journals, as well as the aggregation of student performance-based assessment data.
The research should draw upon the established literature and theoretical constructs with validated
research instruments and data collection protocols. A more comprehensive literature review is included at the end of this document. These resources could include:
• Reflection: Jennifer Moon, Donald Schön, John Dewey
• Storytelling as Learning: Maxine Alterio & Janice McDrury
• Motivation: Self-Determination Theory, Intrinsic Motivation (Deci & Ryan):
http://www.psych.rochester.edu/SDT/
• Student Engagement and Qualities of Engaging Schoolwork (Schlechty Center):
http://schlechtycenter.org
• Technology Competency: ISTE NETS-T and NETS-S plus Essential Conditions
• Portfolio Development: Teachers (Lyons, Shulman), K-12 Students (Hebert, Davies),
Post-Secondary (Yancey, Cambridge, Tosh)
• Assessment FOR Learning: Stiggins, Davies, QCA: http://www.qca.org.uk/afl/
• Project-Based Learning: Buck Institute for Education
(http://www.bie.org/pbl/index.php ) and (http://www.bie.org/research/pbl/index.php ) and
George Lucas Educational Foundation
(http://www.edutopia.org/php/keyword.php?id=037 )
Literature Review - Digital Storytelling
Abrahamson, C.E. (1998). Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-451.
Ackerman, R., & Maslin-Ostrowski, P. (1995). Developing case stories: An analysis of the case method of
instruction and storytelling in teaching educational administration. Paper presented at the American
Educational Research Association, San Francisco, CA.
Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Information Today.
http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
Burk, N. M. (1997). Using personal narratives as a pedagogical tool: Empowering students through stories.
Paper presented at the Annual Meeting of the National Communication Association, Chicago, IL.
Brinkley, E.; Leneway, R.; Webb, A. & Harbaugh, C. (2002) Preparing for Digital Story Telling.
http://t3.preservice.org/wmu/Preparing%20for%20Digital%20Story%20Telling.htm
Center for Digital Storytelling. http://www.storycenter.org
Clandinin, D. J., & Connelly, F. M. (1999). Narrative Inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational
Researcher, 19(4), 2-14.
Denning, S. (2001). The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations. Boston: Butterworth Heinemann
DeSalvo, L. (1999). Writing as a Way of Healing: how telling our stories transforms our lives. Boston:
Beacon Press.
Fulford, R. (1999). The Triumph of Narrative: Storytelling in the Age of Mass Culture. New York: Broadway Books
Howell, D. D. & Howell, D. K. (2003) Digital Storytelling: Creating an eStory. Worthington, OH: Linworth Publishing.
Jonassen, D. H. (2003). Designing research-based instruction for story problems. Educational Psychology Review, 15(3), 267-296.
Jonassen, D.H. & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design using stories to support problem solving. Educational Technology Research and Development, 50(2), 65-77.
Kreber, C. (2001). Learning Experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6(2), 217-228.
Kreps, G. L. (1998). The power of story to personalize, enrich, and humanize communication education: My own story about having fun spinning tales, and illustrating key points in the classroom. Paper presented at the Annual Meeting of the National Communication Association, New York, NY.
Lambert, J. (2002) Digital Storytelling: Capturing Lives, Creating Community. Berkeley, CA: Digital Diner Press.
Lauritzen, C. & Jaeger, M. Integrating Learning Through Story: The Narrative Curriculum. Albany, NY: Delmar Publishers
Lathem, S.A. (2005) Learning Communities and Digital Storytelling: New Media for Ancient Tradition. Society for Information Technology and Teacher Education International Conference 2005
Lathem, S.A., Morris, J.L, Vandersall, K. (2004) PT3 FEAT To Portfolio Connection. Society for Information Technology and Teacher Education International Conference 2004(1), 3434-3439. [Online]. Available: http://dl.aace.org/14941
Levin, B. B. (2003). Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time.
Liedtka, J. The promise and peril of video cases: Reflection on their creation and use. Journal of Management
Education, 25(4), 409-424.
Digital Storytelling Research Design
Lipman, D. (1995). The Storytelling Coach: How to Listen, Praise, and Bring Out People’s Best. Little Rock: August House Publishers, Inc.
Maguire, J. (1998). The Power of Personal Storytelling: Spinning Tales to Connect with Others. New York: Jeremy P. Tarcher/Putnam.
McDrury, J., & Alterio, M. (2000). Achieving reflective learning using storytelling pathways. Innovations in Education and Teaching International, 38(1), 63-73.
McDrury, J., Alterio, M. (2003) Learning through Storytelling in Higher Education. London: Kogan Page.
Meade, E. (1995). Tell It by Heart: women and the healing power of story. Chicago: Open Court
Meadows, D. (2003) Digital Storytelling: Research-Based Practice in New Media. Visual Communication. 2003; 2: 189-193.
Mellon, C.A. (1999). Digital Storytelling: Effective learning through the internet. Education Technology, 39(2), 46-50.
Mergendoller, J. & Thomas, J. (2004) Managing Project-Based Learning: Principles from the Field. Buck Institute for Education. http://www.bie.org/research/pbl/index.php
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London: RoutledgeFalmer.
Paull, C. (2002) Self-perceptions and social connections: Empowerment through digital storytelling in adult education. Dissertation published by University of California, Berkeley
Porter, B. (2004) DigiTales: The Art of Telling Digital Stories. Sedalia, CO: DigiTales StoryKeepers.
http://www.digitales.us
Rossiter, M. (2002). Narrative and stories in adult teaching and learning.
Rusche, D. H. (2004). A comparative study of various digital storytelling programs.
http://idt.emporia.edu/graduateprojects/rusche/index2.htm
Schank, R. (1991) Tell Me a Story: A New Look at Real and Artificial Memory. Atheneum
Schank, R.C. (1990). Tell me a story: Narrative and intelligence. Evanston, IL: Northwestern University Press.
Schön, D. (1991) The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press.
Simmons, A. (2001). The Story Factor: inspiration, influence, and persuasion through the art of storytelling.
New York: Basic Books.
Standley, M. (2003, June). Digital Storytelling: Using new technology and the power of stories to help our students learn--and teach. Cable in the Classroom, 16-18.
http://www.ciconline.com/Enrichment/Teaching/learningwithtechnology/magarticles/mag_0603_digita
l_storytelling.htm
Standley, M. & Ormiston, M. (2003) Digital Storytelling with PowerPoint. Eugene: Visions Technology in Education.
Stepanek, M. (2000). Tell me a (digital) story. Business Week (3681).
Stone, R. (2004). The Healing Art of Storytelling - A Sacred Journey of Personal Discovery. New York: Authors Choice Press.
Stuckey, N. (1995). Performing oral history: Storytelling and pedagogy. Communication Education, 44, 1-14.
Thomas, J. (2000). A Review of Research on Project-Based Learning. Prepared for the AutoDesk
Foundations. http://www.bie.org/research/pbl/index.php
Appendix 3.
Poster for Learning ObjectPoster for Learning Object
(Unable to paste but viewable at http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806.
Learning Objects1. Which repositories did you visit, and what process/strategy did you use to locate an appropriate learning object? What tips would you offer to somebody else undertaking their own search?
The search for Learning Objects was fraught with distractions and frustrations, swamped by readings, juggling multiple windows and waiting for video downloads. Lack of computer skill (Gunn, 2005) and poor equipment functionality (Shu Yua & 2006; Zemsky, 2004) have given me new insight into e-learning. Adopting Greal and Elliots' definition of Learning Objects (Anderson, 2004) as text, graphics, audio or video that are guided or directed a Learning Object was eventually chosen.
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806 (Appendix 3.)
MLX Package #1784:Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies (Supporting Research Design and Literature Review is attached in Appendix 2.)
However without guidance text, graphics, audio, video and other media are identified as Knowledge Objects according to Anderson (2004). Several Knowledge Objects augment the Learning Object in medium derived from;
http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm http://openlearn.open.ac.uk/course/category.php?id=6 http://openlearn.open.ac.uk/course/view.php?id=2494
Strategies and Tips for Palliative Care Educators Searching for Learning or Knowledge Objects
1. Be search specific. Include terms Free, Open, Learning Objects, Medical, Nursing narrowing to Palliative Care.
2. Time on task!(Chickering, 1996). Stop when you have drifted too far away from your search terms or set a time limit on length of time spent searching.
3. Follow suggestions-from librarians, course leaders, other students and suggested links on individual web pages.
4. Be aware of hidden barriers (Cost, Institutional or National memberships only) that gatekeep many learning and knowledge objects.
5. Try Discipline Specific-Hospice or Palliative Care Organisations. St. Christopher's Hospice, Hospice New Zealand, Toronto University (Leeder & 2002) hosting "Ian Anderson Continuing Education Program in End-of Life Care" are all free and accessible. They all provide a huge range of downloadable referenced power point presentations. Most require much cutting, pasting and reformatting to reproduce. I have used them after a courtesy email to the author/ receipt of permission.
7. Save your searches into your favourites folder to eliminate time wasted repeating searches. Share them with others, utilise the "File:"send to" option on your toolbar also useful if you are working remotely and would use these addresses at work.
8. Have low expectations and be pleasantly surprised (D.(n.d.) Wiley & ; Zemsky, 2004)
9. Maintain a sense of humour.
2. What learning objective(s) will the learning object help your students achieve? How?
Learning Objectives are Identification and Insight into patient and family Ethical Issues which improves Hospice Palliative Care Nurses Assessment abilities. Insight is only possible where the HPCN is able to recognise personal and professional boundaries (Katherine, 1993; McGrath & Edwards, 2000) identifying situations where s/he may be triggered. Learning outcomes will result in more insightful, reflective and resilient HPCN. Reflection may occur before, during or after action (Fook, 2000; Schon, 1983, 1987).
Students will be required to submit an introductory self-reflection based on MLX Package #1784: Audio Postcards for Intercultural Learning which comprises Communication, Storytelling, Digital Storytelling and Cultural Studies. The cultural package will be augmented by a course on Paternalism from http://openlearn.open.ac.uk/course/view.php?id=2494. combined with an existing power point presentation on Professional Boundaries (own resource).
HPCN encounter ethically challenging issues including requests for assistance in prematurely ending life (D. L. Volker, 12/19/2003). Euthanasia readings will be hyperlinked as suggested reading material including (Aranda, 2001; Baird & Rosenbaum, 1989; Bauby, 1997; Bolen, 1996; Bolton, 1987; Bowman, 2000; Buckman, 1998; Corr & Corr, 1983; Coulehan, 2000; De Hennezel, 1997; Duraghee, 1996; Katherine, 1993; Kjolseth & Ekeberg, 1997; McGrath & Edwards, 2000).
Their self reflecting introduction will be prompted with questions such as "reflect on the article and discuss how you might react in this situation". A word count and timeline will be included in the form of a rubric outlining expectations (Chickering, 1996).
These learning objects will stimulate reflection and identification of challenges presenting the HPCN in daily community work. This process, defended as constructivist, not solely academic (Nunes, 2003) but occurring in a situated and authentic way aiming to develop expertise (Fook, 2000). Nunes' (2003) paper addresses academic learning in higher institutions whereas Fook (2000) describes skills and knowledge constructed in multidisciplinary expert teams. HPCN are located firmly in such an expert team.
3. What are the terms and conditions for accessing and re-using the learning object in your course?
My Learning Object is free, downloadable and reusable. It is created under the umbrella of the Creative Commons (http://creativecommons.org/. They are free with permission from the author, to be re-used, reshaped for education not commercial purposes, acknowledging the author. Gunn (2005) supports a standardised approach which is reflected in the Creative Coomons, encouraging reuse and repurposing of Learning Objects.
4. How will you integrate the learning object into your course design? Can it be used exactly as is, or does it (or your course) require changes? Are changes permissible/realistic?
(Leeder & 2002) warns of the cost involved starting without a Learning Object or from "scratch". (D. (n.d.) Wiley & )supports the "bits and pieces" approach to developing a robust platform that is transparent to students. Permission to adapt the contents of the course will be gained by emailing the author.
The Learning Object comprises 3 weblinks and 8 supplements which are all functional. The object is not immediately usable. It is designed as a longer course involving audio technology. The material however provides a research base supporting storytelling as an authentic learning method. It is the Storytelling componenet that resonates with the preferred learning tool amongst HPCN in my particular setting. Rubrics for assessment are available for inclusion and adaptation to the specific tasks and outcomes. See links below-
http://www.mcli.dist.maricopa.edu/mil/fellows.php?what=bio&yr=6&id=0
Maricopa Institute for Learning web. Above link to Holly McKinzie Beene project 2005-2005.
http://helenbarrett.com/portfolios/SITEStorytelling2006.pdf
Barrett, H. (2006) "Researching and Evaluating Digital Storytelling as a Deep Learning Tool." Article includes outcome-based research design and detailed rubric.
http://www.coe.uh.edu/digitalstorytelling/evaluation.htm
"Educational Uses of Digital Storytelling" focuses on University of Houston’s Laboratory for Innovative Technology in Education (LITE) research studies on effectiveness of digital storytelling; includes detailed rubrics.
Goals, equipment resources required and assessment are all included in the package. The major task requires students compile a digital/audio/visual product demonstrating their cultural identity. Depending on the student's ability and resources the digital/audio/visual component may be substituted or augmented by autobiography posted by email.
Repurposing the course is estimated at 5-10 hours work.
5. What knowledge, experience and attitudes of your particular student group do you anticipate might help or hinder the integration of your learning object? How can you best harness or overcome these factors?
HPCN enjoy telling their stories. They have indicated in a recent education review that this is their preferred method of learning. Self disclosure and reflective practice are already embedded in the culture in the form of Peer Supervision, Multidisciplinary Team Meetings and Debriefings following Critical Events. These practices build a strong sense of team. (Akar, 2004) points to establishing a strong sense of community to provide successful online collaboration.
Low Computer Technology Skills may hinder some. However, training in electronic web based systems is currently underway at Mercy Hospice Auckland. Utilizing this proposed Orientation training package e-portfolio will complement and cement newly acquired skills.
Prompt and frequent feedback until confidence is established will provide support (Chickering, 1996). Many have already completed Postgraduate Studies either partially or fully distance learning mode. For these it will be a refreshing of computer knowledge. Shu & Yua (2006) in a study of Community Nurses discovered deterrents were cost of computer equipment and uses of personal time to undergo training. These have been voiced in my place of work. Management understanding and buy in will be pivotal to successfully utilizing the e-portfolio Orientation to Community programme. The investment in a web based electronic record currently underway provides a way to "piggyback" the training package into the workplace.
For those unused to working with the material and format prompting questions will provide a starting place in the reflective response followed by ongoing discussion in a asynchronous group forum. The ability to work at a chosen place and space may suit some, for those who do not have adequate systems at home there is provision in the workplace to access computer and internet.
Hyperlinks to websites and articles will reduce anxiety about lack of researching skills combined with high support initially is anticipated until familiarity is gained with information.
As an initial and concurrent task able students will be asked to compile a list of FAQ's. Groups will vary in size from 2 to perhaps 5 at the most. Peer mentoring, feedback and trainer voice will moderate towards collaborative learning (Dylan 25/4 blog). The smaller the group the less interaction, however, deeper connections may result with less threads to follow.
References
Akar, E. O., E. Tuncer,B. Wiethoff,M. (2004). Evaluation of a collaborative virtual learning environment [Electronic Version]. Education & Training, 46, 343. Retrieved 29/04/07 from http://proquest.umi.com.ezproxy.auckland.ac.nz/pqdlink?did=711341801&sid=1&Fmt=4&clientId=13395&RQT=309&VName=PQD
Anderson, T. E., F. (Ed.). (2004). Theory and Practice of Online Learning. Athabasca: Athabasca University.
Aranda, S. (2001). Silent voices, hidden practices. International Journal of Palliative Care, 7(4), 178-185.
Baird, R. M., & Rosenbaum, S. E. (1989). Euthanasia: The Moral Issues. New York: Prometheus Books.
Bauby, J. D. (1997). The Diving Bell and the Butterfly. London: Fourth Estate.
Bolen, J. S. (1996). Close to the Bone. U.S.A.: Harper Collins.
Bolton, R. (1987). People Skills. Sydney: Simon & Schuster.
Bowman, K. W. (2000). Communication, Negotiation, and Mediation: Dealing with Conflict in End-of-Life Decisions. Journal of Palliative Care(October), 17-23.
Buckman, R. (Ed.). (1998). Communication in palliative care: a practical guide (Second ed.). Oxford: Oxford University Press.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Corr, C. A., & Corr, D. M. (Eds.). (1983). Death in Modern Society. New York: Springer Publishers.
Coulehan, J. (2000). Feeding the Moral Sense: The Case of Jim Blair. Journal of Clinical Ethics, 11(3), 272-278.
D. L. Volker, R., PhD, AOCN. (12/19/2003). Assisted Dying and End-of -Life Symptom Management [Electronic Version].
De Hennezel, M. (1997). Intimate Death. London: Warner Books.
Duraghee, T. (1996). Reflective Practice: linking theory and practice in palliative care nursing. International Journal of Palliative Nursing, 2(1), 22-25.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Gunn, C., Woodgate, S., & O’Grady, W. . (2005). Repurposing learning objects: a sustainable alternative.: ALT-J, Research in Learning Technology, 13(3), 189-200. .
Katherine, A. (1993). Boundaries. New York: Parkside Publishing.
Kjolseth, I., & Ekeberg, O. (1997). [Suicide attempts among the elderly]. Tidsskr Nor Laegeforen, 117(27), 3988-3991.
Leeder, D., Wharrad, H., & Davies, T. , & (2002, 13th, 14th &15th November 2002.). Beyond institutional boundaries: reusable learning objects for multi- professional education. . Paper presented at the The 3rd Annual Research Conference of the School of Nursing & Midwifery Studies, University of Dublin, Trinity College,.
McGrath, H., & Edwards, H. (2000). Difficult Personalities: A practical guide to managing the hurtful behaviours of others ( and maybe your own!). Sydney: Choice Books.
Nunes, M. B., & McPherson, M. (2003). Constructivism vs. Objectivism: Where is difference for Designers of e-Learning Environments? Paper presented at the Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies
Schon, D. A. (1983). The Reflective Practitioner. U.S.A.: Harper Collins.
Schon, D. A. (1987). Educating the Reflective Practitioner.
Shu Yua, K.-F. Y., & (2006). Attitudes toward web-based distance learning among public
health nurses in Taiwan: A questionnaire survey
[Electronic Version]. International Journal of Nursing Studies, 767–774 from www.elsevier.com/locate/ijnurstu.
Wiley, D. n. d., & Cast of Characters & How to Use This Book, in Advanced Topics in Learning Object Design and Reuse. Retrieved Retrieved January 7, 2007,, from http://ocw.usu.edu/Instructional_Technology/Advanced_Topics_in_Learning_Object_Design_and_Reuse/characters.htm.
Wiley, D. n. d., & The Definition Debate, in Advanced Topics in Learning Object Design and Reuse. Retrieved Retrieved January 7, 2007,, from http://ocw.usu.edu/Instructional_Technology/Advanced_Topics_in_Learning_Object_Design_and_Reuse/debate.htm.
Zemsky, R., & Massy, W. F. . (2004). The dynamics of innovation. In Thwarted innovation: What happened to e-learning and why? [Electronic Version], 7-12. Retrieved Retrieved August 31, 2006, from http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf
Appendix 1.
Palliative Care Websites; Searches and Evaluation.
Very Useful
http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm
http://www.merlot.org/merlot/communities.htm
has a well organised site accessed on this ocassion by a link from medline. http://www.merlot.org/merlot/viewMaterial.htm?id=91342
Has an excellent auscultation package complete with sound and explanations.
http://www.cityofhope.org/prc/
City of Hope Pain & Palliative Care Resource Center Website and a hyperlinked inventory of text resources for City of Hope Pain & Palliative Care Resource Center Website. A self paced pain ,management questionaire- American, needing adjustment to local situation. Permission clear on homepage that all the Palliative Information is free and adaptable.
http://www.hms.harvard.edu/cdi/pallcare/resources.htm
http://www.capc.org/research-and-references-for-palliative-care/ click on the link -
Additional Resources and Websites turns up an entire page of resources, contacts and Learning objects. Containing an interactive video/text neuropathic pain module
http://palliative.info/ has a teaching learning repository. http://www.cme.utoronto.ca/endoflife/default.htm holds entire training programme complete with notes, how to hold discussions and full sets of power point slideshows.
http://www.vts.intute.ac.uk/acl/tutorial?sid=951426&op=preview&manifestid=175&itemid=
Internet for Nursing, Midwifery and Health Visiting
Cochrane Library
http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html?mode=startsearch&products=all&unitstatus=none&opt1=OR&Query2=&zones2=article-title&opt2=AND&Query3=&zones3=author&opt3=AND&Query4=&zones4=abstract&opt4=AND&Query5=&zones5=tables&FromYear=&ToYear=&Query1=palliative+care&zones1=keywords&submit_go.x=14&submit_go.y=12 submitted 14 reviews to support practice- seach for pall care
http://www.mrw.interscience.wiley.com/cochrane/cochrane_search_fs.html?mode=startsearch&products=all&unitstatus=none&opt1=OR&Query2=&zones2=article-title&opt2=AND&Query3=&zones3=author&opt3=AND&Query4=&zones4=abstract&opt4=AND&Query5=&zones5=tables&FromYear=&ToYear=&Query1=nursing&zones1=keywords&submit_go.x=13&submit_go.y=10 reviews
(http://creativecommons.org/ for copyright information
Might be Useful
http://www.nlm.nih.gov/medlineplus/tutorials/
Provides a wealth of patient information related to cancer and other anatomy procedural tests. The material is protected by copyright specifically banning any change to the presentation, incorporation or integration into other programmes. It could be useful for patient education with a nurse alongside to skip over the Amercian pieces.
http://www.myphr.com/resources/tour.asp at Learning about learning objects http://www.learning-objects.net/modules.php?name=Web_Links&l_op=viewlink&cid=125 downloaded 11/05/07
Has an example of personal health records with colourful graphics but is copyrighted and would require the permission to use/change.
-Doubtful as the intent is to distribute and educate the American public. Might be useful to use as resource.
(http://www.ivimeds.org/) nursing (IVINURS http://www.ivinurs.org/),
Not Useful
MedEdPORTAL, and Palliative Care Educational Resources
Royal College Nurses(unless a fully paid member)
Appendix 2.
Supporting Information and Literature Review provided by Helen C. Barrett/Maricopa
Researching and Evaluating Digital Storytelling as a Deep Learning Tool
Helen C. Barrett
The REFLECT Initiative
United States
helen.barrett@comcast.net
Abstract
This roundtable will discuss Digital Storytelling as a tool for deep learning, and provide a framework for researching and evaluating the process. An emerging theory of storytelling as learning and reflection on practice will be discussed, as well as the role of digital storytelling in teacher education. This roundtable will focus on a proposed research design to collect data about digital storytelling in education; several digital storytelling rubrics used to assess completed projects; and a Literature
Review on Digital Storytelling.
Digital Storytelling: Convergence
This figure graphically demonstrates that Digital Storytelling facilitates the convergence of four
student-centered learning strategies: student engagement, reflection for deep learning, project-
based learning, and the effective integration of technology into instruction.
• How do digital stories provide evidence of deep learning?
• Under what conditions can digital stories be successfully used to support assessment for learning?
• Under what conditions do students take ownership of their digital stories?
• What are the benefits of developing digital stories as perceived by students, teachers,
administrators, and/or parents?
• What are perceived obstacles to implementing digital storytelling with P-12 students and how can
they be overcome?
• How does the quality of paper-based reflection differ from digital stories?
Data could be generated through surveys, on-site observations, online discussions, and journals, as well as the aggregation of student performance-based assessment data.
The research should draw upon the established literature and theoretical constructs with validated
research instruments and data collection protocols. A more comprehensive literature review is included at the end of this document. These resources could include:
• Reflection: Jennifer Moon, Donald Schön, John Dewey
• Storytelling as Learning: Maxine Alterio & Janice McDrury
• Motivation: Self-Determination Theory, Intrinsic Motivation (Deci & Ryan):
http://www.psych.rochester.edu/SDT/
• Student Engagement and Qualities of Engaging Schoolwork (Schlechty Center):
http://schlechtycenter.org
• Technology Competency: ISTE NETS-T and NETS-S plus Essential Conditions
• Portfolio Development: Teachers (Lyons, Shulman), K-12 Students (Hebert, Davies),
Post-Secondary (Yancey, Cambridge, Tosh)
• Assessment FOR Learning: Stiggins, Davies, QCA: http://www.qca.org.uk/afl/
• Project-Based Learning: Buck Institute for Education
(http://www.bie.org/pbl/index.php ) and (http://www.bie.org/research/pbl/index.php ) and
George Lucas Educational Foundation
(http://www.edutopia.org/php/keyword.php?id=037 )
Literature Review - Digital Storytelling
Abrahamson, C.E. (1998). Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-451.
Ackerman, R., & Maslin-Ostrowski, P. (1995). Developing case stories: An analysis of the case method of
instruction and storytelling in teaching educational administration. Paper presented at the American
Educational Research Association, San Francisco, CA.
Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Information Today.
http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
Burk, N. M. (1997). Using personal narratives as a pedagogical tool: Empowering students through stories.
Paper presented at the Annual Meeting of the National Communication Association, Chicago, IL.
Brinkley, E.; Leneway, R.; Webb, A. & Harbaugh, C. (2002) Preparing for Digital Story Telling.
http://t3.preservice.org/wmu/Preparing%20for%20Digital%20Story%20Telling.htm
Center for Digital Storytelling. http://www.storycenter.org
Clandinin, D. J., & Connelly, F. M. (1999). Narrative Inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational
Researcher, 19(4), 2-14.
Denning, S. (2001). The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations. Boston: Butterworth Heinemann
DeSalvo, L. (1999). Writing as a Way of Healing: how telling our stories transforms our lives. Boston:
Beacon Press.
Fulford, R. (1999). The Triumph of Narrative: Storytelling in the Age of Mass Culture. New York: Broadway Books
Howell, D. D. & Howell, D. K. (2003) Digital Storytelling: Creating an eStory. Worthington, OH: Linworth Publishing.
Jonassen, D. H. (2003). Designing research-based instruction for story problems. Educational Psychology Review, 15(3), 267-296.
Jonassen, D.H. & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design using stories to support problem solving. Educational Technology Research and Development, 50(2), 65-77.
Kreber, C. (2001). Learning Experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6(2), 217-228.
Kreps, G. L. (1998). The power of story to personalize, enrich, and humanize communication education: My own story about having fun spinning tales, and illustrating key points in the classroom. Paper presented at the Annual Meeting of the National Communication Association, New York, NY.
Lambert, J. (2002) Digital Storytelling: Capturing Lives, Creating Community. Berkeley, CA: Digital Diner Press.
Lauritzen, C. & Jaeger, M. Integrating Learning Through Story: The Narrative Curriculum. Albany, NY: Delmar Publishers
Lathem, S.A. (2005) Learning Communities and Digital Storytelling: New Media for Ancient Tradition. Society for Information Technology and Teacher Education International Conference 2005
Lathem, S.A., Morris, J.L, Vandersall, K. (2004) PT3 FEAT To Portfolio Connection. Society for Information Technology and Teacher Education International Conference 2004(1), 3434-3439. [Online]. Available: http://dl.aace.org/14941
Levin, B. B. (2003). Case studies of teacher development: An in-depth look at how thinking about pedagogy develops over time.
Liedtka, J. The promise and peril of video cases: Reflection on their creation and use. Journal of Management
Education, 25(4), 409-424.
Digital Storytelling Research Design
Lipman, D. (1995). The Storytelling Coach: How to Listen, Praise, and Bring Out People’s Best. Little Rock: August House Publishers, Inc.
Maguire, J. (1998). The Power of Personal Storytelling: Spinning Tales to Connect with Others. New York: Jeremy P. Tarcher/Putnam.
McDrury, J., & Alterio, M. (2000). Achieving reflective learning using storytelling pathways. Innovations in Education and Teaching International, 38(1), 63-73.
McDrury, J., Alterio, M. (2003) Learning through Storytelling in Higher Education. London: Kogan Page.
Meade, E. (1995). Tell It by Heart: women and the healing power of story. Chicago: Open Court
Meadows, D. (2003) Digital Storytelling: Research-Based Practice in New Media. Visual Communication. 2003; 2: 189-193.
Mellon, C.A. (1999). Digital Storytelling: Effective learning through the internet. Education Technology, 39(2), 46-50.
Mergendoller, J. & Thomas, J. (2004) Managing Project-Based Learning: Principles from the Field. Buck Institute for Education. http://www.bie.org/research/pbl/index.php
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London: RoutledgeFalmer.
Paull, C. (2002) Self-perceptions and social connections: Empowerment through digital storytelling in adult education. Dissertation published by University of California, Berkeley
Porter, B. (2004) DigiTales: The Art of Telling Digital Stories. Sedalia, CO: DigiTales StoryKeepers.
http://www.digitales.us
Rossiter, M. (2002). Narrative and stories in adult teaching and learning.
Rusche, D. H. (2004). A comparative study of various digital storytelling programs.
http://idt.emporia.edu/graduateprojects/rusche/index2.htm
Schank, R. (1991) Tell Me a Story: A New Look at Real and Artificial Memory. Atheneum
Schank, R.C. (1990). Tell me a story: Narrative and intelligence. Evanston, IL: Northwestern University Press.
Schön, D. (1991) The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press.
Simmons, A. (2001). The Story Factor: inspiration, influence, and persuasion through the art of storytelling.
New York: Basic Books.
Standley, M. (2003, June). Digital Storytelling: Using new technology and the power of stories to help our students learn--and teach. Cable in the Classroom, 16-18.
http://www.ciconline.com/Enrichment/Teaching/learningwithtechnology/magarticles/mag_0603_digita
l_storytelling.htm
Standley, M. & Ormiston, M. (2003) Digital Storytelling with PowerPoint. Eugene: Visions Technology in Education.
Stepanek, M. (2000). Tell me a (digital) story. Business Week (3681).
Stone, R. (2004). The Healing Art of Storytelling - A Sacred Journey of Personal Discovery. New York: Authors Choice Press.
Stuckey, N. (1995). Performing oral history: Storytelling and pedagogy. Communication Education, 44, 1-14.
Thomas, J. (2000). A Review of Research on Project-Based Learning. Prepared for the AutoDesk
Foundations. http://www.bie.org/research/pbl/index.php
Appendix 3.
Poster for Learning ObjectPoster for Learning Object
(Unable to paste but viewable at http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=1806.
Sunday, May 6, 2007
Module 6. Assessment
1. The form of assessment I have chosen for each learning activity is consistent with its learning objectives, and is integrated into the learning activity.
Assessment is an undisputed essential component in the teaching and learning process. Percentage style (summative assessment) feedback alone will not provide students with insight into practice. I have selected self assessment combined with expert and peer feedback to build confidence, competence and resilience. (Race, 2003) points to using the word training not educating where there are no games to trick either trainer or learner. This sits well with the Apprenticeship Perspective: "a process of socializing students into new behavioral norms and ways of working (Pratt, 2001). In the Hospice setting assessment will be shared by trainee, trainer (me), manager and peers. This is an extension of the existing multidisciplinary peer review appraisal scheme already in place.
My teacher voice will be heard as formative assessments woven through combined activities. A newly revised CDD contains interconnected tasks. The Case study involves assessment, plan of care interwoven with technology, teamwork, self evaluation and collaboration demonstrating the complexity and depth of learning. Using case studies where the student is not actively involved is a safety strategy to avoid unnecessary lowering of self -esteem while trying out new or uncertain ideas.
Formative Assessment will include the creation of a Wiki, developing the assessment and plan of care both individually and collaboratively, posting to the Wiki, viewing and reviewing others contributions followed by self and peer assessments.
Formative Assessment will be evidenced by searching and retrieval of information from multiple sources including electronic and multidisciplinary team members which is contained within the plan of care.
Evidence of self-directed learning will be demonstrable and measurable in clinical work assessed by peers and manager. Summative Evidence of will be drawn from the stated learning outcomes (expectations) explicit in the Hospice Palliative Care Nurse job description and competencies meeting requirements of Evidence for Assessment as exhorted by Van Der Vleuten (2000). These learning outcomes can be measured against the course objectives.
2. Students will have opportunities to undertake self-assessment and peer critique as well as receiving instructor feedback.
Self assessment will be built into the course in the form of expectations which include rubrics, job descriptions, competencies and Likert scales. Duque (2003) cites two of Chickerings (1996) seven principles of frequent student/faculty contact and prompt feedback detailing the amount of work from both student and teacher. I agree with Rushton (2005)& Stuart (2007) that feedback can be challenging and from my own experience more so where a culture of niceness is established (as in Hospice).
HPCN develop resilience for their work that enables them to manage emotional and often challenging physical environments but lack confidence in the feedback stakes (Payne, 2001). Feedback is often perceived as wounding, challenging and an indicator that they are not doing the best for their patients. Other comments are they are not valued by the Organisation. Motivation to receive feedback can be underpinned by fear of performance management by the trainee in the HPCN workplace. A healthier culture of openness could be developed using an online process of discussion to determine learning outcomes, planned observation followed by student reflection and planned feedback by email. Either could request a "face to face" meeting to manage the increased level of nurturing and support at this vulnerable time.
HPCN joining the community will encounter critical incidents which will be intense and chaotic often involving conflict; self perceived mistakes or poor decision making. These incidents are identifiable by the extent of time, intensity of feelings and depth of reflection the practitioner experiences (Fook, 2000). Debriefing and Group supervision will provide other forms of peer feedback while acting as a safety net.
3. The strategy underlying the assessment approaches I have chosen reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into assessment and e-learning.
The purpose of assessment in the Community Palliative Care Setting is to provide a measurable level of expertise for practicing with complex and uncertainty.
Fook (2000) describes this as knowledge of self and others, an ability to "get along with others" in the workplace, being prepared to tackle difficult situations, being able to acknowledge mistakes, reflect on them to become more able in the future. The curriculum objectives will include the terms effort, skill, learning, mastery, expertise and competency.
The assessment tools aims to provide evidence that these terms are understood, that self responsibility underpins HPCN actions.
Fook (2000 p 6) also warns about the over emphasis on low-level task competencies when a generalizable set of skills is really needed. These skills include insight which translates as "knowing when you don't know", "knows where, how and when to access knowledge and support, knows when unable to work safely, personal and workplace issues, knows how to negotiate, discuss and uncover levels of factors". The course aims to set in place beginning of safe (Nurtured), competent (Apprenticed) and resilient (Developmental) HPCN who can make their own situational rules.
I have detected threads of commonality from Sanya, Leah and Dylan's Role of the Teacher postings (blogs 4/07) outlining articulating and justifying, reflection in and on action, observation , collaboration in learning, peer mentoring and peer feedback that are compatible strategies.
Despite the lack of evidence and adoption of online assessments there is some research that positively indicates the use of on-line portfolios which is the vehicle for this Orientation Programme (Byrnes, 2006).
References
Byrnes, R. E., Allan. (2006). The prevalence and characteristices of online assessment in Australian Universities [Electronic Version]. Australasian Journal of Educational Technology, 22, 104-125. Retrieved 30/04/07 from http://www.asclite.org.au/ajet/ajet22/byrnes.html.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Duque, G. (2003). Web-based evaluation of medical clerkships: a new approach to immediacy and efficacy of feedback and assessment. Medical Teacher, 25(5), 510-514.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Payne, N. (2001). Occupational stressors and coping as determinants of burnout in female hospice nurses [Electronic Version]. Journal of Advanced Nursing 33, 396–405. . Retrieved 6/05/07.
Pratt, D., D. Arseneau,Ric, Collins, John,B. (2001). Reconsidering "Good Teaching" Across the Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 21, 70-81.
Race, P. (2003). Why fix Assessment? [Electronic Version]. Retrieved Retrieved January 5, 2007, from http://www.scu.edu.au/services/tl/why_fix_assess.pdf .
Rushton, A. (2005). Formative assessment: a key to deep learning? Medical Teacher, 27(6), 509- 513.
Stuart, C. C. (2007). Assessment, Supervision and Support in Clinical Practice. A Guide for Nurses, Midwives and other Health Professionals. (Second ed.). Edinburgh: Churchill Livingstone, Elsevier.
Van Der Vleuten, C. D., DHJM. Scherpbier, AJJA. (2000). The need for evidence in education. Medical Teacher, 22(3), 246.
1. The form of assessment I have chosen for each learning activity is consistent with its learning objectives, and is integrated into the learning activity.
Assessment is an undisputed essential component in the teaching and learning process. Percentage style (summative assessment) feedback alone will not provide students with insight into practice. I have selected self assessment combined with expert and peer feedback to build confidence, competence and resilience. (Race, 2003) points to using the word training not educating where there are no games to trick either trainer or learner. This sits well with the Apprenticeship Perspective: "a process of socializing students into new behavioral norms and ways of working (Pratt, 2001). In the Hospice setting assessment will be shared by trainee, trainer (me), manager and peers. This is an extension of the existing multidisciplinary peer review appraisal scheme already in place.
My teacher voice will be heard as formative assessments woven through combined activities. A newly revised CDD contains interconnected tasks. The Case study involves assessment, plan of care interwoven with technology, teamwork, self evaluation and collaboration demonstrating the complexity and depth of learning. Using case studies where the student is not actively involved is a safety strategy to avoid unnecessary lowering of self -esteem while trying out new or uncertain ideas.
Formative Assessment will include the creation of a Wiki, developing the assessment and plan of care both individually and collaboratively, posting to the Wiki, viewing and reviewing others contributions followed by self and peer assessments.
Formative Assessment will be evidenced by searching and retrieval of information from multiple sources including electronic and multidisciplinary team members which is contained within the plan of care.
Evidence of self-directed learning will be demonstrable and measurable in clinical work assessed by peers and manager. Summative Evidence of will be drawn from the stated learning outcomes (expectations) explicit in the Hospice Palliative Care Nurse job description and competencies meeting requirements of Evidence for Assessment as exhorted by Van Der Vleuten (2000). These learning outcomes can be measured against the course objectives.
2. Students will have opportunities to undertake self-assessment and peer critique as well as receiving instructor feedback.
Self assessment will be built into the course in the form of expectations which include rubrics, job descriptions, competencies and Likert scales. Duque (2003) cites two of Chickerings (1996) seven principles of frequent student/faculty contact and prompt feedback detailing the amount of work from both student and teacher. I agree with Rushton (2005)& Stuart (2007) that feedback can be challenging and from my own experience more so where a culture of niceness is established (as in Hospice).
HPCN develop resilience for their work that enables them to manage emotional and often challenging physical environments but lack confidence in the feedback stakes (Payne, 2001). Feedback is often perceived as wounding, challenging and an indicator that they are not doing the best for their patients. Other comments are they are not valued by the Organisation. Motivation to receive feedback can be underpinned by fear of performance management by the trainee in the HPCN workplace. A healthier culture of openness could be developed using an online process of discussion to determine learning outcomes, planned observation followed by student reflection and planned feedback by email. Either could request a "face to face" meeting to manage the increased level of nurturing and support at this vulnerable time.
HPCN joining the community will encounter critical incidents which will be intense and chaotic often involving conflict; self perceived mistakes or poor decision making. These incidents are identifiable by the extent of time, intensity of feelings and depth of reflection the practitioner experiences (Fook, 2000). Debriefing and Group supervision will provide other forms of peer feedback while acting as a safety net.
3. The strategy underlying the assessment approaches I have chosen reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into assessment and e-learning.
The purpose of assessment in the Community Palliative Care Setting is to provide a measurable level of expertise for practicing with complex and uncertainty.
Fook (2000) describes this as knowledge of self and others, an ability to "get along with others" in the workplace, being prepared to tackle difficult situations, being able to acknowledge mistakes, reflect on them to become more able in the future. The curriculum objectives will include the terms effort, skill, learning, mastery, expertise and competency.
The assessment tools aims to provide evidence that these terms are understood, that self responsibility underpins HPCN actions.
Fook (2000 p 6) also warns about the over emphasis on low-level task competencies when a generalizable set of skills is really needed. These skills include insight which translates as "knowing when you don't know", "knows where, how and when to access knowledge and support, knows when unable to work safely, personal and workplace issues, knows how to negotiate, discuss and uncover levels of factors". The course aims to set in place beginning of safe (Nurtured), competent (Apprenticed) and resilient (Developmental) HPCN who can make their own situational rules.
I have detected threads of commonality from Sanya, Leah and Dylan's Role of the Teacher postings (blogs 4/07) outlining articulating and justifying, reflection in and on action, observation , collaboration in learning, peer mentoring and peer feedback that are compatible strategies.
Despite the lack of evidence and adoption of online assessments there is some research that positively indicates the use of on-line portfolios which is the vehicle for this Orientation Programme (Byrnes, 2006).
References
Byrnes, R. E., Allan. (2006). The prevalence and characteristices of online assessment in Australian Universities [Electronic Version]. Australasian Journal of Educational Technology, 22, 104-125. Retrieved 30/04/07 from http://www.asclite.org.au/ajet/ajet22/byrnes.html.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Duque, G. (2003). Web-based evaluation of medical clerkships: a new approach to immediacy and efficacy of feedback and assessment. Medical Teacher, 25(5), 510-514.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Payne, N. (2001). Occupational stressors and coping as determinants of burnout in female hospice nurses [Electronic Version]. Journal of Advanced Nursing 33, 396–405. . Retrieved 6/05/07.
Pratt, D., D. Arseneau,Ric, Collins, John,B. (2001). Reconsidering "Good Teaching" Across the Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 21, 70-81.
Race, P. (2003). Why fix Assessment? [Electronic Version]. Retrieved Retrieved January 5, 2007, from http://www.scu.edu.au/services/tl/why_fix_assess.pdf .
Rushton, A. (2005). Formative assessment: a key to deep learning? Medical Teacher, 27(6), 509- 513.
Stuart, C. C. (2007). Assessment, Supervision and Support in Clinical Practice. A Guide for Nurses, Midwives and other Health Professionals. (Second ed.). Edinburgh: Churchill Livingstone, Elsevier.
Van Der Vleuten, C. D., DHJM. Scherpbier, AJJA. (2000). The need for evidence in education. Medical Teacher, 22(3), 246.
Sunday, April 29, 2007
Module 5. The Role of the Teacher
The Role of the Teacher
Module 5
Reflective Commentary
1. The teaching presence I intend to enact to enable my students to achieve the learning outcomes specified in the Needs Analysis Document will acknowledge the importance of my students' prior knowledge, and encourage them to take ownership of their own learning.
In order for students to build on prior knowledge there needs to be an acknowledgement of where they have been and where they are going. Sanya in the needs analysis discussion 11/3/07 quotes Chickering(1996) " Knowing what you know and don't know focuses your learning". She states "However, this approach to can be distinguished from teaching to undergraduates, who perhaps aren't in the phase of their careers to partake in reflections and fully outlining their paths of study".
These comments echo my concern for Hospice Palliative Care Nurses (HPCN) moving to a new working environment. Their complex and challenging work will be conducted in different community environments that will challenge and test them. While they are very motivated to learn they also need a clear framework of "what is needed to know" or clearly defined competencies. The strategies for coping in these environments involve multiple skill sets including collaboration.
Akar (2004) found collaboration an important concept towards successful distance learning. To foster and develop collaboration I believe a common purpose of ground is necessary therefore the first task is for Orientees to compile (and perhaps answer!) a set of FAQ's. Setting mutual goals by personalising each course may be an option. Personalising each course may be an option, meeting with the student or emailing them to assess their expectations or needs, making the student expectations part of an introduction to the group.
Meeting the student by email to assess their expectations and needs, followed by posting these expectations to each other. Using, contributing and completing the orientation online as a pre-requisite for joining the Community Team would be a motivating factor. Their continued success in this environment calls for practicing with uncertainty described by Fook (2000) which understands context free learning for levels of expertise where there are no set answers. This course must begin to prepare HPCN for this environment.
2. The supports (e.g. strategies, templates, announcements) I intend to build into the course materials and contribute during the course will model critical thinking and reflection appropriate to clinical practice.
Peer Group Supervision
Currently HPCN attend face to face group supervision which is conducted following a recognised format. This format is transferable to a synchronous setting but may be too slow and laborious as asynchronous. Students will be invited to contribute, support and collaborate in asynchronous threaded discussions involving clinical situations and their questions for peers. Synchronous text messaging was discounted on the basis that reflection of material submitted may be hastily made. Rules around this form of supervision will be supplied by hyperlink, may be modified by the group, the group can be "visited"(moderated) by the Counseling team online mimicking the current real-time visit to check group process and security and safety issues.
Sharing Examples from own Practice-
Thinking "out loud on line" allows for identifying triggers, self care and expected needs based on previous experiences (Fook, 2000). This professional expertise transcends formal institutions and is a responsibility that motivates a worker to seek out and create learning opportunities. The teaching role here includes asking questions when posing tasks relating to case studies on Clinical Reasoning-
"What are the similarities in this particular situation to one you have encountered previously?"
"How did you come to that conclusion?"
"Where else have you encountered this?"
All of these questions align with ownership of decision making, thinking through and verbalising reasoning (Constructing knowledge).
Initial assessment of computer literacy and ability will indicate what help skill and support students will need. This is a step towards ownership in e-learning. IT training will be a concurrent learning activity (as experienced in this course!). Providing resources and support for self directed training, pair or group work will help remedy differences in skill levels. IT training will involve navigation and retrieval of information from Palliative Care Resources such as the Palliative Drugs.com, cancernursing.org, wises online navigational tool and help lines for phone and IT, all included in the training module at some point. Outlining the expectation of a care plan / Triage element / Involvement of other disciplines.
3. The strategy underlying the teaching presence I intend to enact reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into the role of the teacher and e-learning.
At this stage in the course it has been useful to look back and reflect on what I understood about my TPI scores. I identify closely with the Apprenticeship Perspective and while Nurturing (42) and Apprenticeship (41) are my main "lenses" my Developmental Perspective (39) hid in the shadows (Pratt, 2001). Dylan commented on perspectives changing in prominence in his 18/03/07 entry to the Teaching Perspectives Discussion. The Developmental Perspective will emphasise active learning leading to the ability to undertake complex reasoning (Pratt, 2001) . Adding the Developmental Perspective (DP) will enable me to build more self-reliance into the training and less support over time.
Expectations of learners need to be uncovered at the outset, capabilities understood and matched with increasingly challenging tasks until the "apprentice" is equal and able to continue with self directed and newly found collaborative supports. My teaching presence aims to inform students of their rights and responsibilities, what is expected (rubrics), control the order, timing, choice of learning materials to provide evidence for their portfolio, produce quality information to support themselves and other team members. The material they produce will enrich their own/shared working experience and add skills in technology and save time. Motivation is part self driven and also by the Organisational demand for impending utilization of electronic records. Producing a power point presentation will encompass their existing knowledge, help to cement their practical experience
Catherall(Catherall, 2005) speaks of systems that generate automated immediate response to student emails. I think this would increase frustration if a student is "stuck" and cause distress or anger. Strategies for coping when things don't work would be included in the FAQ section. Teacher contact and support is higher in the first weeks reducing gradually, providing enthusiasm is evenly distributed. Personal email to those who may not be completing or struggling would be a more discreet way to problem solve where adult learners face unexpected personal complications.
Raven (2003) in his thesis develops a neo-Vygotskian methodology for measuring collaboration and the computer as a mediator in e-learning. While his study did not find mediation was effective with computers he provides a wealth of information and advice for students (and therefore teachers!) in his work. To fully utilise the Vygotskian approach of socially constructed collective learning E-Learning must be thoroughly grounded in theory.
I would like to emulate his approach.
References
Akar, E. O., E. Tuncer,B. Wiethoff,M. (2004). Evaluation of a collaborative virtual learning environment [Electronic Version]. Education & Training, 46, 343. Retrieved 29/04/07 from http://proquest.umi.com.ezproxy.auckland.ac.nz/pqdlink?did=711341801&sid=1&Fmt=4&clientId=13395&RQT=309&VName=PQD
Catherall, P. (2005). Delivering E-Learning for Information Services in Higher Education. Oxford: Chandos Publishing.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Pratt, D., D. Arseneau,Ric, Collins, John,B. (2001). Reconsidering "Good Teaching" Across the Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 21, 70-81.
Raven, J. (2003). Collective Mediation: A neo-Vygotskian perspective of undergraduate interdisciplinary group projects
In T. s. i. f. o. t. r. f. t. d. of, Doctor of Philosophy in Education & University of Auckland (Eds.), Education (Vol. PhD, pp. 525). Auckland: University of Auckland.
Module 5
Reflective Commentary
1. The teaching presence I intend to enact to enable my students to achieve the learning outcomes specified in the Needs Analysis Document will acknowledge the importance of my students' prior knowledge, and encourage them to take ownership of their own learning.
In order for students to build on prior knowledge there needs to be an acknowledgement of where they have been and where they are going. Sanya in the needs analysis discussion 11/3/07 quotes Chickering(1996) " Knowing what you know and don't know focuses your learning". She states "However, this approach to can be distinguished from teaching to undergraduates, who perhaps aren't in the phase of their careers to partake in reflections and fully outlining their paths of study".
These comments echo my concern for Hospice Palliative Care Nurses (HPCN) moving to a new working environment. Their complex and challenging work will be conducted in different community environments that will challenge and test them. While they are very motivated to learn they also need a clear framework of "what is needed to know" or clearly defined competencies. The strategies for coping in these environments involve multiple skill sets including collaboration.
Akar (2004) found collaboration an important concept towards successful distance learning. To foster and develop collaboration I believe a common purpose of ground is necessary therefore the first task is for Orientees to compile (and perhaps answer!) a set of FAQ's. Setting mutual goals by personalising each course may be an option. Personalising each course may be an option, meeting with the student or emailing them to assess their expectations or needs, making the student expectations part of an introduction to the group.
Meeting the student by email to assess their expectations and needs, followed by posting these expectations to each other. Using, contributing and completing the orientation online as a pre-requisite for joining the Community Team would be a motivating factor. Their continued success in this environment calls for practicing with uncertainty described by Fook (2000) which understands context free learning for levels of expertise where there are no set answers. This course must begin to prepare HPCN for this environment.
2. The supports (e.g. strategies, templates, announcements) I intend to build into the course materials and contribute during the course will model critical thinking and reflection appropriate to clinical practice.
Peer Group Supervision
Currently HPCN attend face to face group supervision which is conducted following a recognised format. This format is transferable to a synchronous setting but may be too slow and laborious as asynchronous. Students will be invited to contribute, support and collaborate in asynchronous threaded discussions involving clinical situations and their questions for peers. Synchronous text messaging was discounted on the basis that reflection of material submitted may be hastily made. Rules around this form of supervision will be supplied by hyperlink, may be modified by the group, the group can be "visited"(moderated) by the Counseling team online mimicking the current real-time visit to check group process and security and safety issues.
Sharing Examples from own Practice-
Thinking "out loud on line" allows for identifying triggers, self care and expected needs based on previous experiences (Fook, 2000). This professional expertise transcends formal institutions and is a responsibility that motivates a worker to seek out and create learning opportunities. The teaching role here includes asking questions when posing tasks relating to case studies on Clinical Reasoning-
"What are the similarities in this particular situation to one you have encountered previously?"
"How did you come to that conclusion?"
"Where else have you encountered this?"
All of these questions align with ownership of decision making, thinking through and verbalising reasoning (Constructing knowledge).
Initial assessment of computer literacy and ability will indicate what help skill and support students will need. This is a step towards ownership in e-learning. IT training will be a concurrent learning activity (as experienced in this course!). Providing resources and support for self directed training, pair or group work will help remedy differences in skill levels. IT training will involve navigation and retrieval of information from Palliative Care Resources such as the Palliative Drugs.com, cancernursing.org, wises online navigational tool and help lines for phone and IT, all included in the training module at some point. Outlining the expectation of a care plan / Triage element / Involvement of other disciplines.
3. The strategy underlying the teaching presence I intend to enact reflects the view of teaching and learning evidenced by my Teaching Perspectives Inventory results, but also reflects new insights I have gained into the role of the teacher and e-learning.
At this stage in the course it has been useful to look back and reflect on what I understood about my TPI scores. I identify closely with the Apprenticeship Perspective and while Nurturing (42) and Apprenticeship (41) are my main "lenses" my Developmental Perspective (39) hid in the shadows (Pratt, 2001). Dylan commented on perspectives changing in prominence in his 18/03/07 entry to the Teaching Perspectives Discussion. The Developmental Perspective will emphasise active learning leading to the ability to undertake complex reasoning (Pratt, 2001) . Adding the Developmental Perspective (DP) will enable me to build more self-reliance into the training and less support over time.
Expectations of learners need to be uncovered at the outset, capabilities understood and matched with increasingly challenging tasks until the "apprentice" is equal and able to continue with self directed and newly found collaborative supports. My teaching presence aims to inform students of their rights and responsibilities, what is expected (rubrics), control the order, timing, choice of learning materials to provide evidence for their portfolio, produce quality information to support themselves and other team members. The material they produce will enrich their own/shared working experience and add skills in technology and save time. Motivation is part self driven and also by the Organisational demand for impending utilization of electronic records. Producing a power point presentation will encompass their existing knowledge, help to cement their practical experience
Catherall(Catherall, 2005) speaks of systems that generate automated immediate response to student emails. I think this would increase frustration if a student is "stuck" and cause distress or anger. Strategies for coping when things don't work would be included in the FAQ section. Teacher contact and support is higher in the first weeks reducing gradually, providing enthusiasm is evenly distributed. Personal email to those who may not be completing or struggling would be a more discreet way to problem solve where adult learners face unexpected personal complications.
Raven (2003) in his thesis develops a neo-Vygotskian methodology for measuring collaboration and the computer as a mediator in e-learning. While his study did not find mediation was effective with computers he provides a wealth of information and advice for students (and therefore teachers!) in his work. To fully utilise the Vygotskian approach of socially constructed collective learning E-Learning must be thoroughly grounded in theory.
I would like to emulate his approach.
References
Akar, E. O., E. Tuncer,B. Wiethoff,M. (2004). Evaluation of a collaborative virtual learning environment [Electronic Version]. Education & Training, 46, 343. Retrieved 29/04/07 from http://proquest.umi.com.ezproxy.auckland.ac.nz/pqdlink?did=711341801&sid=1&Fmt=4&clientId=13395&RQT=309&VName=PQD
Catherall, P. (2005). Delivering E-Learning for Information Services in Higher Education. Oxford: Chandos Publishing.
Chickering, A., W. and Ehrmann, Stephen,C. (1996). Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin(October), 3-6.
Fook, J. R., Martin. Hawkins, Linette. (2000). Professional Expertise; Practice, theory and education for working in uncertainty. London: Whiting & Birch.
Pratt, D., D. Arseneau,Ric, Collins, John,B. (2001). Reconsidering "Good Teaching" Across the Continuum of Medical Education. The Journal of Continuing Education in the Health Professions, 21, 70-81.
Raven, J. (2003). Collective Mediation: A neo-Vygotskian perspective of undergraduate interdisciplinary group projects
In T. s. i. f. o. t. r. f. t. d. of, Doctor of Philosophy in Education & University of Auckland (Eds.), Education (Vol. PhD, pp. 525). Auckland: University of Auckland.
Saturday, April 14, 2007
Sunday, April 8, 2007
Module 4 Reflective Commentary
Learning Activities (LA) with further Insights on Theory.
CDD - Reflective commentary
The LA's relate to components of work undertaken by Hospice Community Palliative Care Nurses (HCPCN). The e-learning module is an Orientation to this work. Each task is designed to engage the learner in a "walk through" of situations and work they will be undertaking either in the weeks running up to or as they begin their Orientation to Community teamwork (1-3).
There are 5 LA's (not fully described here) Student Learning Hours
Assessment Skills in a New Environment
1.5 hours
Self Care/Resilience
2 hours
Recognising when to ask for help in Complex Environments
2 hours
Confidence with IT Technology /
Telephone and Navigation Skills
2 hours
Understanding Your Community
.5 (1/2hr)
The work will be contained within their own e-portfolio and provide them with reference material, reflective practice and resources. The e-Portfolio also provides evidence of learning and competence which is useful submission to Nursing Council for an Annual Competency Based Practising Certificate (which requires evidence of at least 60 hrs education in 3 years).
The technology LA could encroach on the 8-10 hours allowed for the entire module. Reflecting on the learning hours involved with this paper I think I will revise and reduce the tasks. The technology knowledge acquired completing the tasks is transferable and confidence building -described by Bates and Poole as Interactivity (1).
LA's will articulate, justify, collaborate to create meaningful products,
Using vignettes comprising past and present cases students will be provided will work together to produce a plan of care. Students will be asked to provide evidence for decisions made in their care plan. The expectations of content and evidence will be transparent in the marking criteria or rubric. Varying levels will be accepted as some will have no understanding of APA referencing.
They will be expected to quote their source and be given examples of how to do this. This will include consulting a more senior colleague.
As work is collaborative learning about referencing can be learner to learner described by Kaufman as Constructivism (4).
This is an area where I need to align my dominant TPI scores of Apprenticeship and Nurturing with setting high standards (5). However my primary focus is to reduce not increase stress on the participants as they are undertaking major change in their work environment.
The predominant theory is constructivist using the experience based method to incorporate the seven learning principles of Chickering and Erhman (5). Incorporating Leah and Sanya's tips on increasing effective e-learning added to my principles which did not include how that learning would be formed.
The technology LA that requires producing and teaching using a power point presentation would serve as a resource to other team members. Their increased skills from the e-learning would enable them to act as super users and actively support the move towards electronic records about to be adopted by the entire team. Bandura (4) describes self-efficacy as requiring verbal persuasion, this would be provided as feedback and cues towards completing tasks.
The learning activity centered on navigation across the city requires discussion on-line. New and smarter routes can be shared with the team by creating a navigation site the wider team to use. Developing contact telephone directory, working records/journals could be used by many other teams as well as our own.
Technologies Resources, Perspectives and Suitable Mediums.
Mercy Hospice Auckland is about to undergo transition from hand written records to Electronic Records. Many of the existing team is computer literate and all the team will undergo training for the new system.
Using e-portfolio to undergo Orientation to the Community Team will build on existing knowledge. Nurses move to the Community when they have good grounding to Hospice Palliative Care work, this usually involves working in the Inpatient Unit where they have basic grounding in computer skills. Many have undertaken and completed Masters Degrees which involve research and keyboard skills at least.
All have some form of computer access at home but this will be available at work and the programme is intended to be used in the workplace primarily. They may choose a distance option also. Use of online videos and Skype will be limited by cost and experience of use, these technologies may be employed voluntarily or for nurses who are more confident with the technology.
Introducing accessible learning tools through the creative commons will add many more resources in developing the care plan. Wikipedia, Medline Plus MIT's Pharmacy Course which offers manageable sections on Pharmacokinetics, Opioids, MRI, Radiation and Chemotherapy. These resources will continue to support the HCPCN on completion of the module as will continuing use of the e-portfolio. Learning objects will include text, electronic mail,discussion board(blackboard), chat facilities, synchronous and asynchronous messaging, interactive activities and self grading activities (6).
Offering free safe easy to access Dictionaries and papers online at MIT Open Courseware will help them complete their LA's and continue to provide them resource in their day to day work, self directed and life-long learning habits.
Finally I have reflected on my reluctance to engage closely with Theories, perspectives and teaching methods. The TPI reminded me of Myers Briggs and Horoscopes where you are "labelled". Reading and re-reading has bought some clarity and I align the self-knowledge /epistemology as important in teaching as it is to research, nurse or be a parent. Combining that self discovery with "what is out there" over the last 4 weeks has increased the possibilities for developing real e-learning education 100%.
References
1. Bates AWP, G. Effective Teaching with Technology in Higher Education. San Francisco: Jossey-Bass; 2003.
2. Dent JAH, R.M., editor. A Practical Guide fo Medical Teachers. Second ed. Edinburgh: Elsevier Churchill Livingstone; 2005.
3. Stuart CC. Assessment, Supervision and Support in Clinical Practice. A Guide for Nurses, Midwives and other Health Professionals. Second ed. Edinburgh: Churchill Livingstone, Elsevier; 2007.
4. Kaufman D, M. Applying educational theory in practice. BMJ. 2003 25 January;326:213-6.
5. Chickering A, W. and Ehrmann, Stephen,C. Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin. 1996(October):3-6.
6. Anderson TE, F., editor. Theory and Practice of Online Learning. Athabasca: Athabasca University; 2004.
CDD - Reflective commentary
The LA's relate to components of work undertaken by Hospice Community Palliative Care Nurses (HCPCN). The e-learning module is an Orientation to this work. Each task is designed to engage the learner in a "walk through" of situations and work they will be undertaking either in the weeks running up to or as they begin their Orientation to Community teamwork (1-3).
There are 5 LA's (not fully described here) Student Learning Hours
Assessment Skills in a New Environment
1.5 hours
Self Care/Resilience
2 hours
Recognising when to ask for help in Complex Environments
2 hours
Confidence with IT Technology /
Telephone and Navigation Skills
2 hours
Understanding Your Community
.5 (1/2hr)
The work will be contained within their own e-portfolio and provide them with reference material, reflective practice and resources. The e-Portfolio also provides evidence of learning and competence which is useful submission to Nursing Council for an Annual Competency Based Practising Certificate (which requires evidence of at least 60 hrs education in 3 years).
The technology LA could encroach on the 8-10 hours allowed for the entire module. Reflecting on the learning hours involved with this paper I think I will revise and reduce the tasks. The technology knowledge acquired completing the tasks is transferable and confidence building -described by Bates and Poole as Interactivity (1).
LA's will articulate, justify, collaborate to create meaningful products,
Using vignettes comprising past and present cases students will be provided will work together to produce a plan of care. Students will be asked to provide evidence for decisions made in their care plan. The expectations of content and evidence will be transparent in the marking criteria or rubric. Varying levels will be accepted as some will have no understanding of APA referencing.
They will be expected to quote their source and be given examples of how to do this. This will include consulting a more senior colleague.
As work is collaborative learning about referencing can be learner to learner described by Kaufman as Constructivism (4).
This is an area where I need to align my dominant TPI scores of Apprenticeship and Nurturing with setting high standards (5). However my primary focus is to reduce not increase stress on the participants as they are undertaking major change in their work environment.
The predominant theory is constructivist using the experience based method to incorporate the seven learning principles of Chickering and Erhman (5). Incorporating Leah and Sanya's tips on increasing effective e-learning added to my principles which did not include how that learning would be formed.
The technology LA that requires producing and teaching using a power point presentation would serve as a resource to other team members. Their increased skills from the e-learning would enable them to act as super users and actively support the move towards electronic records about to be adopted by the entire team. Bandura (4) describes self-efficacy as requiring verbal persuasion, this would be provided as feedback and cues towards completing tasks.
The learning activity centered on navigation across the city requires discussion on-line. New and smarter routes can be shared with the team by creating a navigation site the wider team to use. Developing contact telephone directory, working records/journals could be used by many other teams as well as our own.
Technologies Resources, Perspectives and Suitable Mediums.
Mercy Hospice Auckland is about to undergo transition from hand written records to Electronic Records. Many of the existing team is computer literate and all the team will undergo training for the new system.
Using e-portfolio to undergo Orientation to the Community Team will build on existing knowledge. Nurses move to the Community when they have good grounding to Hospice Palliative Care work, this usually involves working in the Inpatient Unit where they have basic grounding in computer skills. Many have undertaken and completed Masters Degrees which involve research and keyboard skills at least.
All have some form of computer access at home but this will be available at work and the programme is intended to be used in the workplace primarily. They may choose a distance option also. Use of online videos and Skype will be limited by cost and experience of use, these technologies may be employed voluntarily or for nurses who are more confident with the technology.
Introducing accessible learning tools through the creative commons will add many more resources in developing the care plan. Wikipedia, Medline Plus MIT's Pharmacy Course which offers manageable sections on Pharmacokinetics, Opioids, MRI, Radiation and Chemotherapy. These resources will continue to support the HCPCN on completion of the module as will continuing use of the e-portfolio. Learning objects will include text, electronic mail,discussion board(blackboard), chat facilities, synchronous and asynchronous messaging, interactive activities and self grading activities (6).
Offering free safe easy to access Dictionaries and papers online at MIT Open Courseware will help them complete their LA's and continue to provide them resource in their day to day work, self directed and life-long learning habits.
Finally I have reflected on my reluctance to engage closely with Theories, perspectives and teaching methods. The TPI reminded me of Myers Briggs and Horoscopes where you are "labelled". Reading and re-reading has bought some clarity and I align the self-knowledge /epistemology as important in teaching as it is to research, nurse or be a parent. Combining that self discovery with "what is out there" over the last 4 weeks has increased the possibilities for developing real e-learning education 100%.
References
1. Bates AWP, G. Effective Teaching with Technology in Higher Education. San Francisco: Jossey-Bass; 2003.
2. Dent JAH, R.M., editor. A Practical Guide fo Medical Teachers. Second ed. Edinburgh: Elsevier Churchill Livingstone; 2005.
3. Stuart CC. Assessment, Supervision and Support in Clinical Practice. A Guide for Nurses, Midwives and other Health Professionals. Second ed. Edinburgh: Churchill Livingstone, Elsevier; 2007.
4. Kaufman D, M. Applying educational theory in practice. BMJ. 2003 25 January;326:213-6.
5. Chickering A, W. and Ehrmann, Stephen,C. Implementing the Seven Principles:Technology as a Lever. AAHE Bulletin. 1996(October):3-6.
6. Anderson TE, F., editor. Theory and Practice of Online Learning. Athabasca: Athabasca University; 2004.
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