Educational Tool Review: TikTok

This week we were instructed to find a tool or app that I haven’t used before to utilize as a learning tool, and explore plus review it. I chose to try out the latest, greatest app called, “TikTok”. My 16 year old son uses it and tells me he likes it a lot. I thought, hmmm, wonder if I could use it for educational purposes? I did a search and came up with a web page which explored knowledge creation through content creation, from September, 2019. Their creation, #EduTok, has been consistently trending on TikTok for over three months, garnering over 35.6 billion views for educational videos across categories.

TikTok stated, “… the world’s leading short video platform, recently concluded its first phase of the offline initiative, EduTokXCampus. The campus program was aimed at encouraging knowledge sharing among the student community and motivating them to hone their talent by creating and sharing educational content on TikTok.” 

TikTok App Review

I had to first download this free application on my cellphone to start using it. It was quite straight forward to figure out how to upload a video or pictures from my phone to create a video. I was able to add in a song to the video and special effects or text as well. It was easy to scroll through the different videos created by other users, as well I was able to find educational content videos to watch. It was engaging that videos were short (15 – 30 seconds long).

I decided to upload a short video of me taking my art class for my major digital project and just play around a little to see what I could do. I didn’t like that I could only add either a video or pictures, not both. You are restricted to only one video, and not able to add any different content. I think that any videos on TikTok that seem ‘doctored’ are done separately through other applications, then uploaded to TikTok. I also couldn’t figure out how to narrate a video and have music at the same time. You can’t add more than one song snippet at a time either, so if your song clip finishes before the video is done, there is silence.

I was unable to upload the video in MP4 format, so I added this screenshot of my video – please click on pic to see video.

I struggled a little, but was able to find a video explaining how to upload the finished product to Twitter. At first the only options are to upload to Instagram and Facebook, but I figured it out and tweeted my final product after uploading it to my ‘Facebook story’.

I was also able to find a ‘pro’ version on the app, which had various options of user categories such as sports, art, food, NGO, pets, and many others. I chose education, but after that, it just reverted to the home screen and didn’t give me payment options. I’m not sure if it glitched, but the version I have still looks the same.

I tweeted a poll to ask,”Do you think the Tik Tok app could be used as an instructional tool to promote relevant knowledge sharing in the classroom?”. Six people replied and the polls revealed that 67% thought, ‘Yes’, and 33% thought, ‘No’. I think that this application definitely gets credit for promoting creativity in it’s users, however it does not appear to be very user friendly when attempting to do more complex videos. Therefore educational videos may be quite difficult using this application as an instruction tool. I didn’t have a whole lot of time to learn this app, so I’m sure there is more to it that I may have missed.

In the TikTok video I created, I showed a small portion of my painting in my art class that I recently took. Using the TikTok app would be a great way for students to document small parts of daily learning or growth, and share it among others. There does not appear to be a way to create specific private groups, but that would be a great option to ensure privacy with a student group. Overall I had a lot of fun and watching other user’s videos can be quite addictive!!!

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Major Project Progress!

Me at the start of class – clean hands and work surface!

I have decided to try to organize my Major Digital Project goals into the following:

  1. Research ‘Unicorn Spit’ (US) gel stain paint product and painting methods.
  2. Attend a face-to-face art class.
  3. Buy a few basic colors of Unicorn Spit Paint.
  4. Attempt to recreate the art project at home, as taught to me in the F-to-F class, using US paint, while being guided by an online instructional video.
    1. Create a vlog documenting my progress using US to re-create the painting.
  5. Experiment using different methods of US application.
    1. Paint a ceramic piece.
    2. Paint a small wooden item.
    3. Paint a large wooden furniture piece. Employ the assistance of my husband to show me how to sand the dresser which I will then paint the body using home-made chalk paint and paint the top using US method of painting.
Time to put the gloves on – unfortunately I did not think to wear an apron (next time I will)!

Last week I had the opportunity to attend a face-to-face art class at the Centennial Market, called, “Tree Ring Paint Pour”.  This was my first step towards achieving my goal of learning to paint using US. There was a small fee for this class, which included two 8×10 canvases, all of the paint supplies and the instructor.  The space was open and quiet, set at the back of the market among painted wall murals and with bright lighting.  

I had received permission from the instructor, Cindy, ahead of time for my husband to record me through the class – and the instructor announced it at the beginning of class and all of my fellow art students verbally consented to being accidentally recorded during the class.

Cindy began with directing us to ‘hammer’ in 4 thumbtacks into the 4 bottom corners of each canvas, to create an elevated work surface. 

I got to choose 4 paint colors and pour them into little 1 oz. cups, to use in our first painting. The paint had to be the consistency of “warm honey”, and if not we were told to add in a thinning product called, “floetrol”.  Cindy mentioned that sometimes she used an acrylic white paint as a base coat on the canvas before starting, however for this style of painting it was not necessary.

First paint pour colors
Start of first paint pour

We proceeded to learn two styles of ‘tree ring pour’ painting – one with stationary style of pouring, which gave the classic ‘tree ring’ look. 

After we poured the paint, we chose another color to fill in the edges of the canvas. I chose metallic gold to fill in around the ‘tree ring’. Then we proceeded to tilt the canvas side to side until we were happy with the finished look.  

Filling in the edges with metallic gold paint – work surface getting broken in.

The second style was a ‘roaming style’ of pouring, which gave a more eclectic look. I poured the paint all over the canvas and then tilted the canvas in a ‘tilting ball maze’ style. 

Second paint pour colors – work surface not so clean…

I didn’t have to fill in any edges on the second one, just kept tilting until I was happy with the look. I really liked both methods, but I think I liked the second one the best, so I will try to reproduce that one.  I intend to substitute the unicorn spit paint for the acrylic paint that we used in class. I won’t plan to add in any paint thinner, but I can add water if I need a thinner paint.

Far left is while pouring the paint, then middle is while I’m tilting the canvas to move the paint, then far right is when I’m done. Notice my clean hands – thank goodness for gloves! Work surface not really salvageable (but disposable, so all good)!

The instructor told us that the paintings needed to lay flat for transport home, then continue to lay flat until cured, about 2-3 days.  I can use a water based Varathane product to seal the paintings in 2-3 weeks, if I wish.

In an article titled, How Does Online Instruction Measure Up to Face-to-Face, key differences between the two modes of instruction are identified.  The main difference is that a ‘real time’ interaction occurs with face-to-face (FTF) whereas in online instruction students can learn at their own speed.  I enjoyed taking the face-to-face class but I spotted some disadvantages right away.  

Some advantages for the face-to-face instruction is that instruction is in the moment and more immersed.  Learning occurs using a few different senses such as visual, auditory, and tactile. There is also a social aspect through conversations with neighboring students, discussions about the art itself, and learning about other classes fellow students with similar interests have taken.

The first issue was that the instructor was demonstrating the painting technique from the opposite end from me so I had some trouble seeing what she was doing, and therefore replicating it.  The instructor stated that my class was the largest she had ever taught. I was able to ask the person sitting next to me for confirmation a couple of times so I didn’t make a mistake. If I was to watch an online instructional video, I can learn at my own pace by having the options of re-watching a difficult part, pausing, rewinding, fast-forwarding, or even posting a question in discussion posts.  Another disadvantage to FTF is the cost of the class. Although the cost was reasonable, there was still a fee to attend. Online instruction is usually free or next to free.

I will be using this YouTube video by ‘Kens Kreations’ to guide my re-creation of paint pour method using Unicorn Spit gel stain.

An advantage to online learning is that I can see the instructor demonstration of the skill extremely close-up, and in some cases even zoom in on the screen.  I am planning to supplement what I have learned so far with an online instruction.   Overall, I feel that I was successful in creating my own little masterpieces (that I may even hang in my office someday). I had a lot of fun learning and chatting with my like-minded fellow students and hearing of their experiences. The instructor was awesome, friendly and easy to talk to or ask questions. She did her best to help everyone, but there was only one of her. Maybe she could have had an assistant next time, with a larger class size. I would definitely take another art class from this instructor someday!

The next step to achieve my major digital project goals is to attempt this method on my own using US gel stain. I plan to video tape my attempt and use that as my next post. If I run into any problems attempting to re-create this painting method on my own, I can post questions in the Unicorn Spit Facebook group that I joined, or on the YouTube video page.  I think that using a combination of both FTF and online instruction will be the best method for learning a new skill. Unfortunately, there are no face-to-face ‘Unicorn Spit’ (US)paint classes being offered in Regina, so I substituted the FTF ‘Acrylic Tree Ring Pour’ class I attended for one teaching using US paint. 

If you are interested to learn more, or try out a class, here is the link to Cindy’s Facebook page, ‘Artistic Designs by Cindy‘, and here is the link to the Acrylic Tree Ring Pour Class that I attended (I signed up through Facebook).

Final result – first paint pour attempt on left, second paint pour attempt on right.

Teaching in a Technological World: Week 4 Blog

I watched the following informative YouTube video which was a TedX talk by Pavan Arora, titled, Knowledge is obsolete, so now what.

Arora said that 65% of grade school children will have future jobs/titles that don’t exist today.  The value of knowledge is dropping and current knowledge has an expiration date. 

For example, he stated that half of what you learn as a college freshman will become irrelevant by the time you are a senior.  I can’t wholeheartedly believe that statement, however I do believe it is fast becoming a reality.  Most of my learning occurred after graduating from nursing school, which was 20 years ago!  It is still much the same in nursing, especially with the advances seen in healthcare and in the nursing profession. 

Arora goes on to point out that knowledge is growing exponentially; in 1900 knowledge doubled every 100 years, vs. doubling every 1-2 years today!  I have only been teaching for about 10 years, but I find that I am very grateful for technology advances such as powerpoint slides and YouTube videos, to use as teaching aids.  I remember inheriting transparencies from previous teachers when I first started at then ‘SIAST’.  I think we got rid of the projector in the classroom within the first few years I started. 

Related image

Just recently, our office deleted the ‘Skype’ account and now use ‘Zoom’ for video conferences.  We use the LMS called, ‘Brightspace’ and each course has a home page.  Students must hand in assignments digitally, through a ‘dropbox’ which instructors must create as needed on the coursepage.  I have had to become proficient in the use of ‘Brightspace’ in order to meet my student’s needs.  I hope to incorporate more technological methods of teaching and learning in the future.

The third point that Arora makes, is that Access to knowledge is available anywhere and anytime, so what do educators teach students?  He goes on to say that we need to teach the next generation how to access, assess, and apply knowledge so that no matter what the knowledge is, they will be able to learn how to apply or use it. 

Image result for apply information literacy skills

I have always believed that the greatest skill is not necessarily memorization of knowledge, but instead the skill of knowing how to quickly find knowledge when it is needed.  In healthcare, knowledge is constantly changing, so nurses must be lifelong learners and remain adaptable and flexible to conform to best practice as advances in healthcare are made.  Critical thinking is the greatest skill that one can have in any profession.  I don’t believe that basic knowledge will ever become obsolete, as the very act of learning is knowledge itself.  How to learn is a skill that will never be useless.   

Image result for social learning social media

I also read the very informative and interesting article titled, Minds on Fire (Brown & Adler, 2008).  In this article, the definition of social learning is, ‘based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions”.  The social view of learning is, “we participate therefore we are”.  I thought it was interesting that a study showed that one determinant of student’s success in higher education was their ability to participate or form small study groups.  “Students in the group can ask questions to clarify areas of uncertainty…, can improve their grasp of the material by hearing answers to questions from fellow students… and can take on the role of teacher to help other groups members”. 

A new approach to learning is called the ‘demand-pull’ approach in which learning shifts focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.  I think that one method of bringing in social media to my program, could be to create a private Facebook group for program students, in which they can connect and share information, as well as provide support for one another.  I am quite sure the Practical Nursing students have a private Facebook page, but it may be beneficial to create one in which instructors are involved and can also offer support or answer questions. 

This informative diagram from p.28 of the, ‘Minds on Fire’ article, shows the benefits of Knowledge building and sharing among teachers, but I think it could also represent benefits among students.  Another idea may be to have students create blog posts in a private network, in which they could discuss and/or debate various nursing topics interactively.  We currently have an online option available for the Practical Nursing program, which runs concurrently with the on-campus program.  In it, the students write weekly discussion posts.  It would be great to create something similar for on-campus students. 

Image result for protect student privacy social media

I found an informative article called, Protecting Student Privacy on Social Media: Do’s and Don’ts for Teachers, to help me address the question of how educators balance the “moral imperative” to educate children to succeed in a rapidly changing world with concerns around student safety and privacy. I am choosing to answer this in regards to the use of social media (SM) in education. Only 1 in 10 teachers use SM professionally and 81% are concerned regarding using SM.  As educators, we need to learn how to use SM professionally in a way that promotes good digital citizenship for both students and teachers.  Research shows that social connections provide authentic learning environments for students, and is a way of the future.

Week 3 Major Project Outline

Your brain on art.

In this week’s blog post, I am going to discuss what I am planning for my Major Digital Project.  I am planning to choose ‘option B’ and learn to paint using a product called, “Unicorn Spit” paint. I am a Registered Nurse (R.N.) and an educator, as faculty in the Practical Nursing Program at Saskatchewan Polytechnic.  I am choosing this option for two reasons, one is professional and the other is personal. Professionally, as a nurse educator, it is my responsibility to explore various aspects of nursing such as different therapies that patients might experience in the hospital or community.  Patient care with art therapy has been proven to improve mental health, shorten hospital stays, and even lessen the patient’s need for pain medication (Arts in Health Care: A New Paradigm for Holistic Nursing Practice, Lane, 2006). The other aspect of learning is finding ways to share my learning, which I will be doing using various methods such as blogging, creating videos and sharing pictures.

The idea of learning to use the painting product called, ‘Unicorn Spit’ (US) intrigues me because its creator, Michelle Gordon, invented it in 2006, for patients in a nursing home to use during art therapy; see her facebook post for more information.

Michelle Gordon – Creator of Unicorn Spit Paint

The US product is versatile because of its safe, non-toxic application, and could be used by patients who are of all ages from children to the elderly. The products’ appeal is furthered by the fact that it can be used as a stain, or paint, applied to various mediums such as wood, cloth, or even pre-painted, un-sanded items. 

Unicorn Spit applied to tiles.

Personally, I have always leaned towards art through methods such as painting or sketching and have many sketchbooks from my youth, however my life has never provided enough time to pursue such hobbies in adulthood.  This class offers the perfect opportunity for me to try something new, such as painting.  It seems that this paint product is used mainly to refinish furniture pieces, but also used a lot to create art on canvas.  I would like to experiment with both styles. 

I have signed up for a face-to-face art class at the Centennial market with a local artist, to learn an acrylic pouring technique called, ‘tree ring pour’ on canvas, which, in my research, can also be re-created with US products.  Once I take the class, I will try to re-create the art at home, using the US product.

Acrylic Tree Ring Pour Technique.

The US product has a large following and has many facebook groups, webpages (US and Canada), pinterest pages, twitter Instagram accounts as well as many instructional tutorial blog pages and countless instructional videos on Youtube, which will guide my learning. Unicorn Spit paint is sold at Home Depot for 12.97 per bottle, or I could order it through the USCanada webpage (14 bottles for $174.99), or Amazon.ca (prices about the same as home depot, but more variety); so there is easy access to this product.

Various sources for the Unicorn Spit Paint product.

As a culmination of my learning, I plan to refinish a dresser at home using the US paint product .  It really appeals to me to make something old, new again, to re-purpose something that someone might consider ‘junk’.

Research has shown that both educators and nurses struggle to maintain a positive work-life balance.  In an article called Burnout or Balance. What will you choose, Peter DeWitt describes four balance quadrants to fulfill a positive work life balance, including personal, positional, professional and passion balance (2018).

  1. Personal balance is everything that makes you who you are (which hat are you wearing right now?)
  2. Positional balance is our day jobs – what you do to earn an income.
  3. Professional balance is how you continue to learn in your role as an educator, that will impact the students you teach.
  4. Passion is how you can thrive – do what ignites a spark and is something you will love to do. DeWitt states, Our passions are the compass we need to keep our quadrants in balance, and to continue to find joy in this journey called life”.
Dresser refinished with US and high gloss stain.

Learning to paint with Unicorn Spit will simultaneously offer me an educational opportunity to learn a new skill, develop a new hobby and provide stress relief, learn an art therapy application for healthcare, and finally an opportunity to expand my technological skills through learning various ways to share my learning as I go.  I will end this blog post with a picture of how I will most likely end up, as I really like to ‘get into my work’, and usually am the one who will be covered head to toe after any painting project in the house! Also, if you click on the picture, there is also a link to an informative website which discusses 11 art therapy benefits, for further information.

My Relationship with Social Media

My relationship with social media is complicated, kinda like social media (SM) itself.  On one hand, I remember life without social media and thank my lucky stars that my whole childhood (and bad choices) are not on permanent record. 

I cannot professionally post anything on SM related to my nursing career because it risks breaching confidentiality and I could potentially jeopardize my professional Registered Nurse (RN) license.

On the other hand, I realize that there are endless applications for social media that can have positive impact for both one’s personal and professional life, especially when used in education.  For example, I currently am pursuing a lifelong hobby of genealogy research. 

Great-Grandpa from Norway on far left.

I recall going onto websites in the mid-1990’s, spending hours scanning endless typed information (no pictures or query searches) for the chance I may find my family surname.  I posted numerous queries onto message boards like ‘Rootsweb’ for the hope that someone may come across and connect with my information, which happened occasionally. 

Norway Trip 2012

By the mid-2000’s, SM sites like Facebook came on to the scene. I was suddenly able to connect to relatives across the world, places like Norway and Latvia.  I was able use search engines on interactive sites like ancestry.com.  This allowed me to plan a trip to Norway in 2012, to visit my great-grandpa’s farm and meet cousins!

The amount of social media/ technology changes over the past 30 years is mind-boggling! I must admit that currently I use plenty of online resources when teaching nursing students.  Like Matteo,  I also use YouTube to supplement learning for students.  For example, when teaching nursing skills, such as how to do a dressing change, I can show the students a Youtube video to further explain and demo the skill.  The videos engage the students learning while encouraging critical reflection, especially if the standards or procedures are different than what they are taught. 

I use Snapchat – find it a funny and creative way to keep in touch with family and friends!

I have used Facebook for many years, but can’t quite get on the ‘Instagram’ wagon yet.  Since the last ECI class (834), I have become much more ‘Twitter’ savvy and find it interesting and enjoyable way to connect to various groups or people.   

I am excited to learn various applications of social media in this EC&I class because I feel that it is the ultimate way to creatively engage students in learning.  I am worried about privacy and confidentiality issues.  Confidentiality is an absolute necessity for nursing students and a patient right in healthcare.  Thanks for taking the time to read my blog – I look forward to reading everyone’s posts this week!

Week 11 Blog: Are There Limits to What can be Taught Online?

With the advances of technology, all types of online classes are now possible.  In an article titled, “The promises and limits of online higher education,” Xu & Xu (2019) stated, “Several practices can improve the quality of online instruction, including strategic course offering, student counseling, interpersonal interaction… and the professional development of faculty”. 

I was able to find some great information in an open textbook chapter called, “3.6 Experiential learning: learning by doing”, written by Anthony Bates. The experiential teaching model basically is providing students opportunities to ‘learn through doing”, enabling them to apply theoretical knowledge to practice in a variety of settings inside and outside of the classroom. The Practical Nursing program at Saskatchewan Polytechnic would fall within this category. Bates stated that experiential learning would be taught best online in a blended or flipped instructional model.

Experiential programs may be taught fully online if using a combination of synchronous tools like web conferencing, or asynchronous tools like discussions or social media group work, or multimedia for reporting and remote labs for hands-on work (Bates, n.d.). There may be programs where costs, practicality or safety factors become too much of an issue.

Online learning can simulate real environment conditions if using the right technology and result in less time needed for skill mastery. One example is pilots using flight simulators. There is also evidence that shows that when experiential type online programs are properly designed, they lead to better long term memory storage and are very engaging.

The Practical Nursing program at Saskpolytech, offers a blended online version of the program, available throughout the entire 2 years length of the program. Students are required to attend Regina campus for the skills labs (usually offered on weekends) and join on campus students in clinical/hospital experiences, but they complete all of the nursing classes online. Nursing students relate they enjoy having the flexibility of learning, enabling them to hold jobs and stay home with kids, as well as live in rural areas and not have to travel daily or move to Regina.

I imagine that hands-on/ experiential types of programs would be difficult to offer fully online, but not impossible, given the right conditions such as technology, planning, and training!

Course Walkthrough: Week 10 Blog

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Please click on the link below to view Dean Lefebvre’s and my YouTube video that will walk you through our ‘Interprofessional Education’ (IPE) course.

The following course modifications were made according to the peer feedback we received:

  • We made sure to add more pictures and descriptions to ‘spice’ up the aesthetic look of the course where we could (within the restraints of the LMS).
  • We added in a ‘fun activity’ in LO3 to engage students through creating the virtual escape room.  Quizzes were added in to test student’s knowledge at the end of each of the first three learning outcomes.  The students also had the opportunity to create creative videos in LO1, participate in discussions in LO2 and a case study activity and further discussions in LO4.

You are welcome to try your hand at the escape room by clicking on the picture below.  Be sure to have the ‘cheat codes’ handy so you don’t get trapped!

The cheat codes for the escape rooms are as follows:

  • Escape Room One: D-B-A
  • Escape Room Two: B-B-C
  • Escape Room Three: C-A-A
  • Escape Room Four: B-B-D
  • Escape Room Five: A-B-A
  • Escape Room Six: C-B-C

In case you would like further information, I have included links to the websites that I used to help me create the virtual escape room on Google Docs.  The first one is titled, “How to make any worksheet into an escape room in the classroom”, by Jessica (no last name provided). The second one is a guide to using Google Forms on a webpage called, “G Suite Learning Center”.

This IPE course was a lot of fun to create with my colleague, Dean Lefebvre, and really helped me to think through and thoughtfully apply design principles for online and blended learning.  I have learned a lot more about D2L Brightspace LMS as well as various instructional tools through creating this course! I can’t wait to apply this knowledge to my future teaching!  

Written Overview of ECI Course Prototype and Creation Process
• Dean and I initially brainstormed ideas for this course and it seemed natural to us to combine our two Saskpolytech programs and develop a course that promoted the newest mandate of both of our professional associations and Saskpolytech itself, Interprofessional Education, or IPE. It is also known as ‘Interprofessional Collaboration” when used in action in the workplace.

• Since we both have experience in using the D2L Brightspace LMS, we developed the course using this format, while trying to maximize the available tools within this LMS. Even though we both used D2L, neither of us had previously used it to its fullest capacity. We aren’t able to personalize the course page a lot, but were able to add graphics here and there such as on the start-up page. As Jake Heimpel said last week, adding modules is really easy and then when you are ready, you can publish your work. This also applies on the Newsfeed, which is really handy for course announcements. You have a calendar option in which you can add in important dates to send reminders to students.

• We planned each module with a delivery timeframe of approximately 15 min, but we thought the students would have a week to complete each module. Since interprofessionalism is all about interaction, we embedded discussion forums throughout our course and tried to create engaging activities that promoted teamwork and collaboration. We got the ball rolling first by Dean and I each recording a short intro video to personalize the student’s experiences from the start.

Learning Outcome/ Module 1: Define Interprofessional Education (IPE) and Collaboration
• We added in an icebreaker activity in which students each recorded intro videos using a built-in LMS tool.
• Content included Introduction of IPE – description and definition – Dean created a Powtoon video for content delivery.
• We added in a YouTube video to further relate content.
• At the end of each of the first 3 modules, we created a quiz that tests knowledge from that module. The purpose of the quiz was two-fold – first to engage learners to self-check their knowledge, secondly, the quiz forms the base for the escape room activity at the end of module 3. For the purpose of our peers navigating through our course, I ensured the answers were displayed following completion of each quiz. The learner has to note the answers for each quiz and use them to get through the escape rooms.

Learning Outcome/ Module 2: Discuss Barriers to Successful Interprofessional Collaboration
• Content was provided in the form of a screencast video, with matching script so as to deliver content in more than one way to address a variety of learner types.
• Throughout the content the students were prompted to work in pre-assigned discussion groups to explore various IPE related topics and post to the discussion board, using hyperlinks. The discussion groups were made up of 4 students with 2 from each program (Dental Hygiene and Practical Nursing).
• The LMS has some really great features for the quiz, such as adding pictures, descriptions, setting various parameters for each quiz such as a start and end date, options to show answers for each question and rationale if the instructor wishes.

Learning Outcome/ Module 3: Describe Theoretical Components of Successful IPE
• There is a webpage providing module content in written format. At the completion of this module, the students are provided a hyperlink to try out the virtual escape room. This is where the answers are used to navigate through each ‘escape room’.
• I corresponded each module’s quiz questions to each escape room. Students were required to write those answers in the correct order such as B-A-C or C-B-A in order to ‘open the lock’. If they did not type the correct order, I wrote a message. There are different options for setting what type of lock you want, inserting pictures and writing descriptions for each room. It was a lot of fun to set up and has great potential for all ages of students!

Learning Outcome/ Module 4: Participate as a Member of an Interprofessional Team
• This module provides students with the opportunity to practice what they have learned through a case study in a PowToon video format, then answer discussion questions in their groups.
• Students individually evaluate how their group worked interprofessionally using the “Interprofessional Collaborator Assessment Rubric”.
• The final student activity is a discussion question about the rubric.

Week 9 Blog

This week will be a catch-up blog week for me as last week was pretty hectic in my work schedule so I didn’t get a chance to post.  I look forward to exploring aspects of interactions within online instruction.  I found an informative chapter on this topic written by Sandra Mitchell-Holder, titled, Lets Talk: Effectively Communicating with your Online Students.  She explores why effective communication is key within online instruction to increase engagement and aid in retention of students.

Dean’s and my course was created with the goal of facilitating student-to-student interaction between our two programs, in a way that would foster interprofessional collaboration and simultaneously teach about interprofessional education. We started the course off by introducing ourselves through video format. Then the first task for the students was to record themselves using an embedded video recording tool on our D2L LMS, which would act as an icebreaker. Mitchell-Holder states that online communication should be made personal through the use of introductions such as icebreaker assignments. She states, “Fostering a sense of community in online classes will make the learning experience more meaningful for online students and help them to stay connected during the life of the course”.

We split the students into pre-determined groups so there would be equal amount from each program (Practical Nursing and Dental Hygiene). In the second module they were assigned group discussions or activities which promoted student-to-student interactions. There is a built-in discussion board tool in the LMS to facilitate the various discussions we created, and which students could post to. Dean and I would moderate and respond to discussions as they were posted on the discussion board, which in turn fostered student-instructor interactions.

There is a ‘News board’ tool on the LMS which allows the instructor to post important course information that can inform the student once immediately when they open the course page. Dean and I provided our email addresses and phone numbers so students could contact either of us for any questions or concerns at any time throughout the course.

The final assignments in module 4 included a case study which was another project to be completed in the pre-assigned student groups. Finally, at the course completion the students would complete an IPE self-evaluation which would be a self-check for information. In our course, the goal was to foster interprofessional education and collaboration. By working together and interacting between the programs through all of our course activities, students would achieve the goal of interprofessional collaboration.

The final assignments in module 4 included a case study which was another project to be completed in the pre-assigned student groups. Finally, at the course completion the students would complete an IPE self-evaluation which would be a self-check for information. In our course, the goal was to foster interprofessional education and collaboration. By working together and interacting between the programs through all of our course activities, students would achieve the goal of interprofessional collaboration.

Interactions and effective communication is vital in an online course environment, to foster a sense of community and course engagement. Mitchell-Holder stated, “Personalizing your communications can help foster a sense of community in your class and help avoid the sense of isolation that some online students experience. If our course would be extended, I imagine we would include some sort of face-to-face interaction, such as a ‘zoom’ session to personalize interactions further. I have really enjoyed having the synchronous zoom sessions in our ECI834 class and prefer this type of course interactions which makes me feel as part of a course community.