Streaming

Little, G.L. (2010). The revolution will be streamed on-line: Academic libraries and video. The Journal of Academic Librarianship, 37, 70-72.

This article addresses the use of video streaming as it had emerged over the last five to six years under the umbrella of Web 2.0 applications. You Tube is highlighted, likely due to its ubiquitous presence, but Vimeo, Academic Earth and Apple iTunes are also mentioned.

The author points out the many applications of video streaming, including promotion, marketing and instruction. How-to videos and supplements of in-class sessions are discussed. Preservation of film with digitization is also mentioned.

I discovered Vimeo and Academic Earth by reading this article. You Tube, which I had never considered to be a reliable source of information, turns out to be a legitimate source of endless instructional aids.

Video streaming is a terrific way to get students excited about learning. According to the author, videos used in this way must be upbeat, informal and relatively short. This challenges the creator to be succinct in identifying the most salient points to present.  I would like to learn how to create a Vimeo or You Tube video so that I can help my students use this technology to enhance learning. Or… maybe they can help me!

Click it Baby!

Hunter Revell, S.M. & McCurry, M.K. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272-275. doi: 10:3928/01484834-2009-07

This article reports the results of a study on the use of personal response systems (PRS) in the classroom. A large (n=116) and small (n=33) were compared and there were no significant differences found between classrooms when it comes to the benefits of using PRS. The study supported previous work in determining that PRS use increased participation of learners in the classroom. Interestingly, the authors pointed out that using technology in the classroom demonstrates an understanding of the millennial learner (students born after 1982) who have an interest in technology, preferring active learning and group work. The benefits of PRS were immediate feedback to determine the course of learning and promotion of an active and engaging learning environment. PRS were also found to bridge the gap created by faculty shortages and larger classrooms. Students appreciated the opportunity to experience a variety of test questions and apply material covered in lecture. Students in the study identified other used for PRS including exam reviews, test prep sessions, attendance and the introduction of discussion topics during lecture.

I have read a few articles about PRS or clickers and have had some practice with them as a student. The new nugget of knowledge I gained from this article was the positive impact of clickers on the relationship between student and teacher when student-teacher ratios are increasing.

With my new found knowledge and ability to develop hyperlinked Microsoft PowerPoint ® slides, I am now equipped to use the PRS in the classroom. I think an interesting assignment would be to engage students in the process of developing a quiz to be presented to their peers. This could be done as a group project by assigning groups to different aspects of a particular topic. The development of the quiz would reinforce key concepts and I think the students would enjoy the class participation in their quiz with the use of personal response systems or clickers.

What's a Wiki??!

In the world of technology Wiki is a great way to foster teamwork and provide a framework for collaborative problem solving. In Ciesielka’s (2008) article, the author describes using Wiki to promote community health planning in her community class. Students assembled data and synthesized it to come up with innovative community interventions. The author claims that students were more apt to come up with projects beyond the typical undergraduate health fair solution.

This link will take you to Ciesielka’s Wiki: http://614comm.pbwiki.com/

Wiki is a new concept for me and sparks some ideas that I can implement quickly. One that comes to mind is a general on-line presence for school nurses to post innovative practice.
In the large inner city district where I work, nurses rarely have time or opportunity to network; many of us have great ideas about organizing our work as well as innovative community health interventions. Wiki would be a great framework to use for this work! I think we would all enjoy a way to interact between our yearly meetings.

As an educator I can envision using this format to engage students and teach them the collaborative process. Ciesielka (2008) described a community assessment project, but any group work could be accomplished with Wiki as the tasks can be separated out, assigned to group members and assimilated on-line with one web site. It seems that this type of group work would appeal to students who have difficulty coordinating calendars to meet as a group. I like the fact that Wiki sites can be seen by the public if desired, which I suspect might encourage students to hone their professional writing skills, knowing that a large audience could be reading their work.

What’s a Wiki? Like a blog, but for multiple users!

Ciesielka, D. (2008). Using a Wiki to meet graduate nursing education competencies in collaboration and community health. Education Innovations (47)10, 473-476.

Connections are Key

Throughout the course of my adult education, whether it be my nursing program, or my most recent venture into education, I have read many author’s interpretations of adult learning. Jane Vella, in her book “Learning to listen, learning to teach,” describes the principles of adult learning in the most thorough and complete way. Her description of materialism vs. spirituality rings true with me. If spirituality is defined as finding connections and meaning as I discovered in my graduate studies, applying the concept to teaching is quite forward thinking, as all twelve of the principles she describes are contingent on this idea of spirit. If we maintain the materialistic form of teaching, presenting rote facts and spewing thoughts without engaging the learner we hinder the educational process. Infusing spirit on the other hand, engages the learner in defining their own needs and making connections, the intersection of true critical thinking.

Another enlightening concept is the idea of dialogue and the importance of equity and mutual responsibility. When I think back on my most effective college teachers, the common thread has been the sense of comradery, and a shared sense of searching that has made my education effective. These are teachers that I did not call “Doctor” because they commanded a more equal relationship that synergized our shared sense of curiosity and search for truth. I have great respect for the doctoral prepared professors who have inspired me, knowing the persistence and rigor they have endured to become true scholars, but I am especially intrigued when they search out the learner in me and not the student!

If you have an interest in adult learning principles beyond Knowles, Garner and other classics, you should definitely check this out:

Vella, J. (2002). Twelve principles for effective adult learning. In Learning to listen, learning to teach: The power of dialogue in educating adults (pp.3-28). San Francisco: Jossey-Bass.