I am going to attempt something completely new for me and post a ‘vlog’ for this week. I am reviewing Youtube Studio, Screen-castify, and Movavi Video editor. Please bear with me as I had to use a mish-mosh of applications to put it all together! In the end, I couldn’t use the ‘Windows movie maker’ to edit my video because it came out super choppy. Instead I had to download a 7-day trial version of MovAVI Video Editor. This was good because I got to explore another movie editor, however the trial version only allowed me to save a lower quality video with a watermark. My final opinion is that if you are willing to fork out a lot of cash, there are tons of applications out there. It’s much harder to find good quality free applications because most start out free then require payment for the ‘advertised’ features. Enjoy my video!
Sooo, WordPress wouldn’t upload a ‘mp4’ file format – I will try resaving the video in a ‘mov’ file format and see if that works…
Nope – that didn’t work either… so I went back to the drawing board, to the first application I reviewed, ‘Youtube Studio’, to upload to youtube then I will post the link to my video. I was going to post the video to my google drive and post a link to that, but thought I would go out on a limb and try the app I’m not as familiar with instead. The Youtube app took about 35 min to upload my 7min video…. scratch that – 1 hour later…
Whew! Please feel free to click on the video below to watch my Vlog attempt from Youtube Studio! Success!!!
We developed a brief anonymous survey that was used to collect data about our students and to identify any barriers they may face in accessing our online course. Our target population is adult learners between the ages of 19 and 51 (a majority are in the 19-25 range), at Saskatchewan Polytechnic, from both the Dental Hygiene Program and Practical Nursing Program. Students are from various cultural and ELA backgrounds. There are 24 Dental Hygiene students in the second year of a three-year program and they are all female. There are 24 Practical Nursing students in the 2nd year of a 2-year program and consists of 3 males and 21 females. The results of the survey are as follows:
Students are required to have their own laptops for the Practical Nursing Program. Dental Hygiene will have the same requirement for 2019-2020 since all exams will be delivered electronically E-textbooks are also offered as an option for students to purchase. Computers are available in the library for students to access and free Wi-Fi is offered throughout Saskatchewan Polytechnic Campuses.
Type of Course
Our course will be provided in an online format, using asynchronous instruction. In online learning the student uses the internet to access learning as well as educational tools, assignments or exams. This is done using a course platform accessible on a computer. Our course is an online course. Saskatchewan Polytechnic has recognized the “New Learner” in their Strategic Plan 2014-2020. The Strategic Plan identifies that “online learning will transform into social learning: instant access, highly interactive, often virtual, collaborative, anytime, anywhere learning, with access to world-class subject matter in a highly customized manner” (p.22). Jukkala and White (2014) reveal that “many institutions struggle to get students in the same room at the same time” (p.95). Scheduling and time restrictions create a barrier for IPE to occur and delivering it in an online format will provide the flexibility required for this course to be successful.
Platform: We are using the ‘Brightspace D2L’ platform to build our program. Brightspace was first introduced as Saskatchewan Polytechnic’s Learning Management System (LMS) in 2015 and all online courses have been using this format for delivery. In 2018, faculty from all programs were encouraged to use Brightspace to augment their face to face courses. Training and support is offered for all faculty through our Learning Technology Department. Faculty are able to access resources online and facilitators are readily available for personalized support throughout the day. Brightspace offers a variety of useful learning tools for both faculty and students. It allows you to manage and monitor educational activities, provides collaboration and communication opportunities, offers multiple media tools to satisfy every type of learner and is easy to use. The online calendar allows students to effectively manage their course load and upcoming due dates. Assignments and online exams allows for ongoing and timely feedback for students. Students are offered support online with a “Help” portal in the taskbar or through our Helpdesk if any issues arise.
· Brightspace D2L LMS platform
· Powtoons video
· Written content
· Video on IPE and importance
· Link to Escape room for learning assessment
· Reflection on learning and using template to identify IPE competencies
Learning will be centered around IPE learning between the Dental Hygiene students and Practical Nursing students. Interprofessionalism is a national competency for both programs. According to the Commission on Dental Accreditation of Canada, “Dental hygiene programs should provide opportunities for students to integrate their knowledge and abilities with other health science students’ knowledge and abilities. These opportunities will foster effective working relationships and provide opportunities for students to experience and develop skills in the area of interprofessional collaboration”.
The Canadian Association of Schools of Nursing require that “the educational unit is engaged in partnerships that support excellence in nursing education. Partnerships refer to collaborations that support the achievement of the unit’s strategic goals, collaborations among educational units to deliver a collaborative nursing education program, and formal agreements with health service organizations, community-based agencies, members of other professions, and other relevant groups to provide professional and interprofessional learning opportunities for students” (p.12).
Module 1 – Interprofessional Education (IPE) definition and introductions
Module 2 – IPE Benefits and Barriers for Dental Hygiene Program and Practical Nursing Program students
Learning Outcome 2: Discuss the advantages and challenges of interprofessionalism
Module 3 – Components Needed for Successful IPE (Application of the Canadian Interprofessional Competency Framework Model)
Learning Outcome 3: Describe the context and culture of the IP environment
Module 4 – Case study and evaluation of IPE
Learning Outcome 4: Participate as a Member of an Interprofessional Team
We will be using the digital classroom escape room format to assess whether learning outcomes 1, 2 and 3 were successful in this course. Students will also reflect on how they worked collaboratively on the case study presented using a template to analyze IP competencies established by the Canadian Interprofessional Competency Framework (Learning Outcome 4).
Considerations for Common Concerns
We will be uploading any video content using Kaltura program which automatically adjusts the program quality to allow flexible viewing for any bandwidth, whether rural dial-up, high-speed or even using personal electronic mobile devices (EMD) or cellphones. If students do not possess an EMD, they may use the school library. However, it is a requirement of the online course that students possess their own EMD so this should not be an issue.
To address EAL students we will be ensuring that any videos on the program are scripted so any student can read the print or use it for their notes. We will also try to provide course content using a combination of audio and visual formats to reach all types of learners as well as maintain interest and engagement. Faculty will be readily available to assist students who may encounter issues with content or understanding.
The case study we will be using will reference an Aboriginal male who is experiencing issues in accessing care. The Canadian Dental Association has identified Aboriginal People as a vulnerable population because of the many social determinants of health they encounter when accessing oral care. The Canadian Nursing Association has stated, “No group in Canada suffers greater discrimination and ill health than Aboriginal people” (p.20). The Truth and Reconciliation Commission of Canada has also made recommendations on improving healthcare delivery to improve outcomes. By introducing this culturally sensitive subject and have culturally diverse students we will be supporting cultural competence. Instructors will be monitoring the discussion forums to ensure student conduct is following Saskatchewan Polytechnic policies.
What an interesting discussion in our last class regarding the CMS/LMS/VLE and other various platforms such as schoology and google classroom. Since I began my Master’s Degree journey a couple years ago, I have become quite familiar (and impressed) with all the different capabilities of Google Drive, especially when working on group projects.
My son is in grade nine and his school uses Google
classroom extensively. To help him study
for his science exam recently he used Google Classroom to read his ‘virtual’
study notes and practice exam. It was
great that he didn’t have to haul a big binder full of notes back and forth.
They also use a ‘reminder’ feature to remind
students of upcoming assignments or tests.
All these features really help my son stay (somewhat) organized. Kids seem much more likely to use digital
resources over physical agendas or written notes.
At Saskatchewan Polytechnic, we use the Brightspace
D2L platform to run our online (hybrid) classes as well as our course pages for
I use Brightspace to post course messages or class powerpoints. There is a virtual ‘dropbox’ for students to submit assignments. Recently, I facilitated all of our pre-lab prep quizzes to a digital format.
This saved us tons of time because the digital exam instantly graded the quizzes and it provided the students with answer keys so they saw where they went wrong. Prior to this we had been manually marking the quizzes in lab which took up about half hour of each lab. Now we can spend more time teaching skills!
I enjoyed reading ‘Beyond the LMS’ by Audrey Watters (2014). She offered some unique perspectives about LMS which included the idea that there is a tendency to serve administrative functions rather than learning in the design of LMS, even when it is reinvented. She stresses that we as educators have to ensure that edtech is used in such a way to maintain and promote learner-centered education. There is a real danger that data is being mined from educational information so we have to remain aware and be sure to have safety guards in place to prevent this. Watters goes on to state that, “Ed-tech must not become an extraction effort”.
The Watters article certainly opened my eyes to the possibility of misuse of educational data. I saw a parallel between owning your own educational information and owning your own medical information, through my healthcare lens. Taking ownership of your own medical data gives you control over your own health. Having information available digitally opens up whole new avenues for personal data ending up in the wrong hands, whether related to health or education.
New educational technology must remain secure and continue to enhance instruction while maintaining learner-centered education, so the learners’ best interests are kept at heart.
On the chat room in last class, ‘retro gaming systems’ came up in the conversations. I know this is really gonna date me… but my first gaming system as a kid was the ‘Atari 400’! It was state of the art because we actually could write programs on it! Mind you, it took about one day to turn the screen another color – but it was so much fun!
For this week’s blog, I will use the
following questions to guide my post:
What are your experiences and perceptions r/t your own use of blended learning
and/or tech integration in your
What challenges and opportunities have
Our last class was quite informative and
helped me to look more critically at different classifications of courses
including blended and online courses. I must admit I was guilty of
thinking that there was no difference between online and blended learning
because both included the use of technology in the classroom. After completing
the class readings and attending the class, I learned that blended learning
usually occurs with the physical presence of the student and teacher
simultaneously in a classroom, with the focus on using technology to aid
learning, versus online learning which is distance learning through technology
and does not require the presence of both teacher and student at the same time.
I wonder though, if blended learning is practical or realistic for every school
I think that there are many factors
involved to ensure the success of blended learning in the classroom such as up
to date and accessible technology. Once running smoothly, I’m sure
blended learning will be fantastic, however technology is very expensive and
most schools have strict budgets that do not allow for the latest gadgets or
upkeep of technology. There must be adequate training and ongoing IT
support provided to both teachers and students for the successful use of
technology. We are fortunate at SaskPolytech to have IT available for
office and classroom support. That being said, our office and classroom
computers operate quite slowly as is, and simply cannot accommodate all the
latest technology, which literally freezes programs when tried. We are told
that new computer systems are not in the budget so I have taken my own laptop
to work in order to run certain programs.
classrooms at Saskpolytech we have are lucky to have a smart board in one
classroom and a handy computer projector in our other classroom, to use in day
to day teaching.
also use both ‘low-fidelity’ and ‘high-fidelity’ simulation for nursing
students when instructing clinical skills. In ‘high-fidelity’ simulation,
a mock hospital room is set up and the students can run through realistic
nursing hospital scenarios with ‘patients’ – realistic high-tech
mannequins. Students can start IV’s, take blood pressures or listen to
lung sounds on the mannequins, as well as interact verbally with them.
Students are allowed to make mistakes and learn from them, in a safe environment,
without potential to cause harm.
program offers both on campus and online course options for students.
When I examined the continuum of technology-based teaching (retrieved from
opentextbc.ca, adapted from Bates & Poole, 2003) provided by Alec in our
last class, I realized that my Practical Nursing Program’s ‘online courses’
would fall into the category of ‘hybrid classes’ because though students learn
mostly online, they are also required to attend a certain amount of
classes/labs on campus and join clinical experiences in the hospital. There are
a lot more assignments and reading discussions required for online students in
comparison to on-campus students due to less face-to-face classes and to
increase interaction between students.
In the article, “What you need to know about online nursing education” by Sallie Jimenez, Steven Litteral states that though online nursing courses may be more convenient, it is often misunderstood that online is easier than traditional classroom education. “To be successful in online education, students must be disciplined enough to make the time to do their work”.
online students also state that they enjoy the flexibility of schedule to allow
for working during the day and choosing when to spend time on homework.
They also liked the fact that they could take classes by distance, living up to
6 hours away from the main campus, or choose to do clinical experiences either
in Regina or Saskatoon.
when our faculty teach online, we don’t simultaneously teach on-campus and
vice-versa, due to high time demands factor.
the GetReskilled website, there are eight common challenges for
online learners discussed, including: motivation, accountability, organization,
confidence, lack of technical skills, being proactive, loneliness, and
persistence. In my experience, it is a lot harder to recognize if a
student is struggling other than seeing poor grades or they self-identify, when
compared to on-campus or face-to-face students. The earlier any issues
are recognized, the sooner assistance can be provided to ensure success.
The lack of face-to-face interactions can sometimes make things difficult in an
When all things are considered, I feel that most adult learners choose to take online courses rather than on-campus courses for various personal reasons, and will therefore be prepared to meet most challenges. Technology definitely has positive effects for education, such as engaging learners and creating ‘personal’ learning in the classroom, but should only enhance a learning experiences and not replace it. Blended learning may be a wonderful idea in theory, but may not be realistic for full application in the classroom.
Side Note: Hello – I originally posted this and a second blog post before today, however I ran into some major snags when I attempted to add new posts to a different menu item, on a wordpress site I originally created for a ECI class last spring. I have opted to completely redo this blog and my second one on another wordpress site I originally created for work. Here’s hoping these blogs run smoother!
My name is Lori, and I am excited to begin a new learning journey with EC&I 834. This is my second educational technology course and my sixth course overall toward a Masters of Adult Education Degree. I have been a Registered Nurse for the past 20 years, and have been teaching for the last 10 years in the Practical Nursing Program at Saskatchewan Polytechnic. I have taught in many formats, including classroom lecture, online and blended courses. I love discovering new technology that will help me to engage students and enhance their learning.
My first goal
for learning in this class is to achieve an improved understanding of various
learning technologies that will directly enhance my instructional skills, such
as the ‘brightspace’ program. I have
used the, ‘brightspace’ format to teach an online class and am currently
utilizing it to moderate on-campus classes, however I have never created a program
from scratch with it, so I am looking forward to improving my skills.
My second goal
for learning is to maximize interaction with my fellow students through reading
and responding on blog pages so I may increase my learning from others. Now that I have some experience with both
blog type pages and the twitter platform, I feel much more confident than the
last ed-tech course to navigate through and use both. My twitter profile is @Loreli111.
My third goal involves
maintaining adequate time management to allow myself plenty of time to meet
course due dates. I find it occasionally
challenging to work full time and take a university course at the same
time. However, I find if I put aside
enough time and stay organized for work/school, I don’t feel too
overwhelmed. Work-Life balance is so
continually advancing in our everyday lives and especially in ways that impact
healthcare and education. Recently, two
colleagues and I developed an online, interactive ‘dressing change program’
that will assist nursing students to practice their skills for completing a
dressing change. Currently, it is being
converted to virtual reality so we are truly excited!