Module two thinking and thoughts...

John Biggs Blog entry that I read…simple, concise and really…why hadn’t anyone else really brought this forward before (yes I know there’s Piaget etc ), it’s the constructive alignment I’m talking about.

For me this blog entry is really highlighting where to start in curriculum design.  What do you want students to learn ILO.  And then work the learning activities and assessment from there.  Makes sense.

Focus is on the students and what they do, not what the teachers do.

Simple, I like it.

Again this student focus was highlighting in the reading on Constructive Alignment - and why it isimportant to the learning process

With the students in the centre of your curriculum map, you then align your assessment and planned learning activities so that the students can construct meaning from what they are doing, and achieve ILO.

All of the above make it sound simple.  But having looked at curriculum mapping and having a go at just aligning my unit…it’s not easy.

 

Curtin University’s Mapping curricula:ensuring work-ready graduates by mapping course learning outcomes and higherorder thinking skills again emphasis what I’ve been reading and highlights the complexity of course mapping.  I do like though how they have come up with a structure that allows course designers to have clear guidelines on how their course/unit maps and the expectations to ensure ILO are reached and that ultimately they are aiming to turn out graduates who are work ready.  The inclusion of external stakeholders such as employers and graduates (if you can call them external) makes the process very transparent, and allows everyone with an interest in the course to see that they are working towards the best outcomes.  Acutally mapping a course, ensures theres no unneccasry overlapping and repetititon and also that there’s no gaps in learning.  Does UNDA have something like this?

Prezi reflection

After review of a Prezi on constructive alignment in curriculum design, here's my reflection linked below.  I've never used Paper for the Web: Padlet.com .  When I get my head out of article, I'm going to go back and explore it.  Another little tool to add to the bag!

http://media.padlet.com/v1/print/http%3A%2F%2Fpadlet.com%2Fwall%2Fsosxhn817w.pfml%3Flocale_redirect%3Dno%26token%3D_Ukr_dA5osLz2rF7S3fFrdntAEOaMk7pL_e2Q-oaU8bAdrs4qe8gckW3BW6g_lY1p_F9qU0EluGeIXvqgipXxhk3AovfKTKnLQOwLNJgGvpmQdxSZLskvdPIcsjpxQawOAYLVAcbwrKYJ0cKkXhhPKcBSMOc8aoIy10UAOcTexWi5ULNrCYH1HFtRLd-dnFvYnoyUtGb3ewsptVX814SMxyjsNUYeXUxJ0e2jOy0ndn9Mqtge8YwIUgzyPiQs8NWc6wel1yaHfWuEjqfwlKUYQ%253D%253D

Constructivist learning environments

Over the last 12 months, I've thought and read a lot about the Constructivist learning theory.  I feel this theory sits well with nursing education, undergraduate and post graduate. 

Prior to my lab session this week, where my job description is to 'instruct on practical skills,' I thought about how and if my lab aligns with this theory.  

To start with my job description doesn't.  In viewing myself as a facilitator to students learning, rather than a teacher, it's made it easier to create the environments to allow them to construct their own knowledge and lead their own experience.

In Lefoe article "Creating Constructivist Learning environments on the web: the challenge in higher education (1998)" the basic idea of the constructive learning environment is simply put that "at a minimum a learning environment contains; a learner and a setting or space wherein the learner acts, using tools and devices, collecting and interpreting information, interacting perhaps with others, etc."

So where am I in that?  Not up the front barking instructions and imparting knowledge.  My job is to set that environment to be engaging to allow the leaner to experience and build upon that.  And I'm more there as another resource and sounding board?

So now I'm putting more thought into what the students see when they enter the lab.  How I can place the tools they'll use in such a way that it invokes thought and conversation.  I did a little experiment.  I'm meant to teach and demonstrate priming intravenous infusions.  I had one set up and ready, and another next to in a packet not done.  I sent one group to that set up.  Gave them 10 minutes to look/touch/experiment with the set up and set the 2nd one up.  The other group I did the old fashion show and tell.    After that, I gave each group a new set and allowed them to set up and prime the new line. 

The group that had no instruction, but learnt by touching/experimenting with trial and error, where far more adapt at the skill.  They also appeared to enjoy themselves more and were steps ahead with having already previously made errors and learnt how to avoid them.

So note to self...less talk, more action.

Mapping my mind

Having listened and watched a slide show on Curriculum Design: The big picture I set about making a mind map for a unit I had an idea about.  This medication calculation unit, is really a subject within an established unit.  It's problematic though, as it's almost squashed into an already busy unit because it's something that 'has to be done.'  The thing is, it doesn't just have to be done, it has to be assessed and the pass mark is 100% and that is required by the nurses professional registration body.  I think it needs more focus. 

So full of enthusiasm I looked at the basic mind map and set about making mine, really focusing on the constructive alignment with the other practical unit.

Here's the example framework:


Here's my attempt:

So on review of my own work, what's included?

• alignment with other units
• thought regarding governing body requirements
• basic assessment (100% pass)
• alignment within the course (prerequisite for another unit)
• Timeframe.
• content

Now when I look at what's not there... I see just how 'surface' my mind map is

• clear outline of cohort
• delivery mode ( how can I have missed that?)
• resources
• assessment for formative feedback
• teaching and learning environment
• activities
• and  I think this is enough, point taken...curriculum design is indepth! 

Although I've given myself a high five for working through the online mind map software (with minimal expletives).

Looking in the Mirror…How technology can enhance reflective practice.

                         
                          Damn I look good. Photo.  Retrieved http://themetapicture.com/damn-i-look-good/

 

 

Reflective practise and reflective journaling have been used in nursing education for decades.  I know this because it’s more than two decades since  I was doing it as a student nurse and have been involved with students and professional development ever since (no hiding my age now)!

Reflective journaling by students nurses has been used to encourage them use a systematic approach to analyse clinical practice, ethical issues, or just their personal thoughts on situations This reflection allows them to improve future actions and responses (Sherwood, 2012). 

Historically, when being used as a learning/assessment piece to show critical thinking, students write a journal which is reviewed by a supervision/teacher. Or they present a reflective experience through tutorial forum.  There is no doubt it’s an authentic skill, and one that aids in becoming a nurse that is open to feedback, reflection and critical thinking.  In my own Intensive Care Unit, this practice is encouraged in practitioners of all levels.

This area of learning and assessment now can be adapted to todays learners via a number of modes.  Having students do microblogging via twitter, on line blogging via LMS or open blogging tools like wordpress or blogspot, has the potential to enhance the effectiveness of the reflective exercise. The learning theory of constructivism suggested that using these social modes of ICT, the learner will be much more involved and actively participate, also in sharing the experience with peers and facilitators can create knowledge based on reflection of experiences (Harasim, L. 2012).

 Timeliness of feedback is important to learners, with the advent of twitter and blogging, students can get formative feedback instantaneously, which may be more meaningful being closer to the time of the experience upon which they reflect.  This is inline with the Seven Principles for Good Practice in Undergraduate Education which Chickering and Erhmann(2006) updated to reflect (today’s catch word getting plenty of use) today’s technology.   These ICTs also encourage contact between faculty and students and collaboration by peers.

 The great thing about bringing reflective exercise into open forums, means not only the person writing the reflection may learn from the experience, so too may the reader.  And my eyes are always on the end goal…learning.

 

Retrieved: http://reganjpreston.files.wordpress.com/2012/10/gibbs.gif

 

References

 

Chickering and Erhmann(2006). Implementing the Seven Principles: Technology as a lever. Retrieved from http://www.unc.edu/courses/2007fall/germ/700/001/downloads/Chickering.pdf

 

Harasim, Linda. (2012) Learning Theory and Online Technology. Taylor and Francis: New York

 

Sherwood, G. (2012, Oct 12). Reflective Practice: Narrative Pedagogy Can Transform the Educational Paradigm. Guest post. http://www.rwjf.org/en/blogs2012, /human-capital-blog/2012/10/reflective_practice.html

 

 

Blogging on bloggers

 

( http://www.oxfamblogs.org/fp2p/wp-content/uploads/blogging-out-loud.jpg)

My fellow bloggers have put forward some very interesting readings.  It's great when you can learn from other students.  They present ideas that I hadn't thought of before and take my ideas and knowledge in new directions.

Blog 1: Blair's     Night of the living dead (lecture)
Blog 2:  Luke's   The MOOC conundrum
Blog 3: Jackie's  Enhancing assessment with technology
Blog 4: Della's   Trends, new directions and affordances of technology (Pull not Push)

Let's get social...

 
(Tips on Collegiate student blogging, 2012)

Thinking about my classroom (or lab), what makes it up?  It's me and those 24 faces staring at me (or at their smartphones when they think I'm not looking).  When they are busily engaged in activity it's still just them....and me.

But occasionally there's little intruders.  "The other lab didn't do this activity," " RPH blood transfusion policy doesn't require that...," "you know One direction just landed in Sydney."  And this information all came from 'the outside' world.  So my opinion now is, if you can't beat them, join them!  Social media and technology is in every part of most of our lives now, 80.5% of Australians are internet users (Internet World Stats. Usage and Population Statistics, 2013).  It plays a role in how we communicate, seek information, shop and many other facets of our lives.

So why not in learning?  Instead of banning smartphones in class, maybe we should embrace them.  Isn't that more authentic?  Out in the 'real world' professionals access the internet and social media for information exchange, expert advice all the time.  So why say no in class?  There's always that risk that it will be misused and students will be distracted. But as Caleb Ferguson  (2013, 745) points out with view to smart phones in hospital settings, "avenues for idling time away have always been there, but those who work within ethical  and clinical standards clearly will not engage in this behaviour."  Let's put the ball in their court.  You misuse it, you loose it.

Within my practical labs, I encourage the use of devices along with the 'old fashioned' text or lecture notes.  If it's going to aid in their learning, I'm all for it.  I'd like to even enhance it.  Microblogging platform twitter is starting to show a strong presence in research and how people information exchange.  A study outlined by Peter Reed (2013) showed students that used twitter for an assessment requiring them to tweet daily on a topic, raise points of concern, offer remedies, also respond to tweets on the original topic/concerns and remedies were far more engaged and offered more discussion points than a control group that were writing journals.

NDU Fremantle Campus Nursing School conducted it's inaugural SMART Care conference (Social Media application for research and teaching) recently.  Students there showcased how they have engaged in social media to benefit their learning.  And if you were unable to attend the conference, you could follow along on twitter #NPD100.  Academics tucked away at universities or nursing experts in their hospital offices are now within reach, exchanging current up to date information with the community the seek to improve.    It's an exciting time, not time to put the phone down.


 
 (Social media in education. Is it a good thing? 2012)

References

Ferguson, Caleb. 2013. It's time for the nursing profession to leverage social media. Journal of Advanced Nursing 69 (4): 745-747
 Internet World Stats. Usage and Population Statistics, 2013. Accessed Oct 29, http://www.internetworldstats.com/stats.htm

Reed, Peter. 2013. Hashtags and retweets: using Twitter to aid Community,Communication and Casual (informal) learning. Research in Learning Technology 21 :19692 - http://dx.doi.org/10.3402/rlt.v21i0.19692 Social Media in education is. Is it a good thing?  2012. http://www.iptv.org/medialib/graphics/ed_20120308_socialmedia_classroom.jpg

Tips on Collegiate Student Blogging. 2012. http://profalbrecht.files.wordpress.com/2012/08/social_media_classroom.jpg