Integrating Technology Interview

Please visit the link below to view an interview with Peter Barrett, MBA, Process Manager for Sprint's National Customer Service Operations. Mr. Barrett shares his experiences with integrating technology with adult learners in his role as a co-leader for WFM (Work Force Management). I chose Mr. Barrett for this interview since I have observed his ability to teach technical skills to adult learners on numerous occasions. Mr. Barrett's passion for teaching  is one of the reasons that I decided to obtain my Masters degree in Adult Education. I also felt like it was important to interview an individual who did not work in healthcare since that is my comfort zone.
During this interview, Mr. Barrett will cover the following:

• Technology-Integration of Dynamic Technician utilizing a laptop
• Challenges-Lack of technical skills, resistance to change, and hesitancy
• Promises for the future-practical use that will improve daily workflow, adult learners found value in information and skills that were taught by instructors

During this implementation of technology, 1800 technicians in 17 states were trained to use laptops to improve daily work. This implementation of software/hardware changed the way technicians function in the field.

Youtube link:

http://youtu.be/BwXDVb2GRnM

Audio/Video/Podcast: “Pros and Cons for Adult Learners”

Source: englishwithatwist.com

 

Audio and video podcasts can provide learning opportunities when integrated in adult education curriculum.  King and Cox (2011) determined that podcasting provides an opportunity for students to create their own learning opportunities. Students remain more engaged and critical thinking skills are utilized and enhanced with the use of digital media such as podcasting (King & Cox, 2011).

The King and Cox (2011) text and additional research primarily support the benefit of using audio video podcasting as an educational tool in the classroom. Since the origination of podcasts in 2004, a majority of podcasts are related to learning and education (King & Cox, 2011). This increasing trend and use of podcasts in education is essential information for current and future curriculum development in adult education. The pros of utilizing audio video podcasts in the classroom far outweigh the negatives. Some benefits of using podcasts are, “the ability to connect content and creativity; to build assignments that generate deeper research analysis, and knowledge construction; and to raise the bar for the next generation of scholars” (King & Cox, 2011, p. 34).  As an adult learner myself, I firmly believe in the benefit of using podcast as an educational tool. I like the idea of watching or listening to the podcast when my schedule allows and as many times as necessary. Since I spend several hours each day in my car, I also like the idea of listening to a podcast while driving or even at the gym while walking on the treadmill. Podcasting may benefit online learners by integrating students socially and academically into university life even though they may be separated by geography (Lee & Chan, 2007).

Audio video podcasts have negative aspects as well. Higher education views podcasting as equivalent to lecture webcasting which negates creative discussion and critical thinking (King & Cox, 2011). For students that attend live classroom lectures, participation be decline if podcasts of lectures are made available (Scutter, Stuppens, Sawyer & King, 2010).  Listening to podcasts might be considered anti-constructivist theory which supports the notion that “learning takes place when a learner is actively engaged in learning activities (Scutter, Stuppens, Sawyer & King, 2010, p. 182). 

Source: www.scotsmall.com

I must admit that prior to this class, I was unfamiliar with podcasts. Tonight while preparing my blog, I looked at the apps on my iphone and noticed a podcast app. I spent a better part of the evening searching all of the nutrition podcasts that were available and I ended up subscribing to six of them. I am looking forward to my morning commute so that I can listen to the podcasts that have already downloaded to my phone. I can see the benefit of designing a nutrition podcast for my patients. I am looking forward to the opportunities ahead!

References:

King, K., P., & Cox, T.,D. (2011). The professor's guide to taming technology : Leveraging     digital media, web 2.0, and more for learning. Charlotte, NC: Information Age Pub.

Lee, M., & Chan, A. (2007). Reducing the effects of isolation and promoting inclusivity for distance learners through podcasting. Turkish Online Journal of Distance Education-TOJDE, 8(1), 85-104.

Scutter, S., Stuppens, I., Sawyer, T., & King, S. (2010). How do students use podcasts to support learning? Australasian Journal of Educational Technology, 26(2), 180-191.

Lesson/Training Plan

1.       Title of the lesson/training:

Renal nutrition for nursing teammates -This training is a voluntary 8 week online class provided by a Registered Dietitian for Registered Nurses interested in expanding their knowledge of the renal diet for Stage IV chronic kidney disease.

2.       Target audience:

       Registered nurses working in hemodialysis. Each class will have a maximum of 5 students.

3.       Learning/Training objective:

Participants will identify nutritional concerns based and provide the appropriate nutrition education material based on information provided by the patient. 

4.       Materials needed:

Education handouts that cover the following topics will be reviewed and utilized during class

·       Protein

·       Phosphorus

·       Potassium

·       Fluid

·       Sodium

 

5.       Instruction procedure/learning procedure/class outline and methods:

 

Week 1-Introduction to class with syllabus posted online. Instructor will post a weekly update starting with week one to review updates and projects for the upcoming week. Updates and announcements will occur on Monday. This week, participants will review a Wiki tutorial on how to use a Wiki page. Assigned readings: Education pieces will be posted to class website for review (protein and phosphorus).

 

Week 2- Please refer to Wiki #1 which will include a case study provided by instructor. Please utilize the Wiki to solve problems and find solutions collaboratively (West & West, 2009). See rubric in syllabus for discussing case study.  Discussion post is due by Wednesday at 12:00 am.  Assigned readings: Education piece will be posted to class website for review (potassium).

 

Week 3-Please refer to Wiki # 2 for case analysis of the case study in Wiki # 1. Please refer to rubric in syllabus for comments on building a case solution.  After reviewing the case study, please respond with recommendations for providing patient education.  Assigned readings:  Education pieces will be posted to the class website for review (fluid and sodium).

 

Week 4 and 5-Each participant will be assigned one topic to research for Wiki page. For example, one participant will be assigned the topic “protein”. Each topic should include artifacts, analysis aids, and useful links.  See rubric research expectations.

 

Week 6-Each class participant to review all of the research Wikis by Wednesday at 12:00. Please refer to Wiki #3 which will include a case study based on the research provided in the individual Wikis. Each participant will be assigned to one of two groups to debate two possible solutions to the clinical case study. See Rubric for debate expectations.

 

Week 7-Each class participant will use the research from their individual Wiki and create a 1-page patient education handout on that topic (i.e. protein, phosphorus, etc.). Please post individual education handout to discussion board by Wednesday at 12:00. Please review each education handout and post comments of constructive criticism to the message board for each education piece by Sunday at midnight. See Rubric in syllabus education handout expectations.

 

Week 8-Zoom meeting for 1 hour to wrap up our class findings from critical thinking exercises. Participants are encouraged to print a copy of each education handout to utilize in the clinic setting. Each class participant will receive a zoomerang to provide feedback for instructor.  

 

6.       Suggested Learning Activities/practices:

 

Critical thinking skills encourage participants to thoroughly evaluate and carefully determine a solution for nutritional issues in the dialysis facility (West & West, 2009). Critical thinking skills will be challenged and enhanced by using case studies, debates (via discussion board) and online critique.

As noted in the Snodgrass (2011) study, “the opportunity for students to revise content through interaction with their mentor, and the need for students to respond to questions from peers outside their group facilitated a stepped learning process (p. 578). Case studies on a Wiki mimic clinical interaction with a patient, where a healthcare provider must critically reflect on information obtained from a patient assessment. The Wiki provides an opportunity to critically reflect and problem solve in a stress-free atmosphere.

 

This class includes case studies that encourage problem solving and a collaborative approach to finding solutions (West & West, 2009).  Debates will be used to review opposing arguments and create an argument based on literature. Debating a case study will increase enhance familiarity with class content and allow for critical reflection of differing sides of an issue.

 

Scaffolding will be utilized by the instructor to provide a basis for case study discussion. The instructor will provide a “temporary starting or starting point support structure to be used by learners until they self-organize and construct or modify their own knowledge” (West & West, 2009, p. 37).

 

7.       A basic rubric will be used to assist with expectations of class. Since this is a voluntary class provided for supplemental RN training, no grades will be assigned. It is expected that most participants will be self-directed, motivated learners since they chose to sign up for this optional education session. Feedback will be provided by the instructor on the discussion board and in individual emails throughout the class.  

 

8.       References:

 

West J.A., & West, M.L. (2009) Using wikis for online collaboration. San Fransisco, CA:  Jossey Bass

 

Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27(4), 563-580.

 

9.       This class utilizes Wiki pages to discuss a case study, debate a case study, build research, and develop education materials.  This class benefits from a collaborative approach to critical thinking and problem solving. This online atmosphere mimics the conversations that occur in a clinic where clinical teammates discuss similar issues.

Wikis: Pros and Cons

Wikis are one of the many tools instructors use to incorporate technology into the curriculum. A combination of tools such as blogs, Wikis, and discussion boards should be selected by the instructor based on the features of the activity or project (West & West, 2009). The main purpose of a Wiki is to involve several authors in a common project (Chi Ng & On Choy, 2007). Wikis are a great option for collaborative activities or projects that result in a shared final product (West, 2009).

Pros for Wikis:

*Wikis are “flexible-all that is needed is a computer with a browser and Internet connection, and no special software is required” (Chi Ng & On Choy, 2007, p. 209).

*Wikis have a feature that track edits and changes to the group project (Chi Ng & On Choy, 2007). Each member of the Wiki group can monitor edits and add to the content of the page while working towards a final project.

*Free Wiki services are available which makes Wiki an affordable option for collaborating group activities. A variety of Wiki services are available on the internet and do not require additional software or equipment (West & West, 2009).  Free Wiki services typically have less security and may limit the number of users (West & West, 2009).

*Wikis encourage “participatory approaches in which users become more active contributors and producers of content (Hazari, North & Moreland, 2009). Wikis intertwine efforts from a few or several individuals to create a combined final project. Wikis allow for participation from several individuals by taking turns at updating information and eventually and entire project.

Cons for Wikis:

*Chi Ng and On Choy determined that study participants that were not familiar with Wiki had technical issues, particularly in the early stages of use (2009). I have created one Wiki page while in graduate school and I support Chi Ng and On Choy’s findings. It takes time to learn the formatting rules for adding text and creative features that enhance the Wiki page. Once I learned the formatting rules, I enjoyed working with the wiki. 

*As with any group work, one individual may not agree with the team on certain aspects or information displayed on the Wiki. Since each group member has the ability to edit the Wiki space, information could be altered by one member without the consent of the group.

References:

Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20, 2.

West, J.A., & West, M.L.(2009). Using wikis for online collaboration. San Francisco, CA:  Jossey-Bass

Chi Ng, K., & On Choy, S. (2007). Implementing wiki software of supplementing online learning. Australasian Journal of Educational Technology, 23(2), 209-226.

 

Blogging: Pros and Cons for Adult Learners

     Blogging and discussion boards are two ways an instructor can enhance the adult learning experience. One difference between blogging and discussion boards is access. Discussion boards are typically available to a select group of individuals whereas a blog is available to anyone with access to the internet. Discussion boards require students to sign in with a password before accessing and posting information.

     Another difference between a discussion boards and a blog is readability. A discussion board primarily consists of posts that are divided into categories called threads. Each thread contains posts about a particular topic in chronological order. Blogs are similar to discussion boards because they contain text but they may also include links to other websites, embedded video, pictures and graphics (King & Cox, 2011). Both blogs and discussion boards enhance a student’s writing and critical thinking skills.  Compared to discussion boards, “blogs are not as structured, usually not edited, and they frequently include a variety of tools for self-expression” (Burke & Oomen-Early, 2008, p.362).

Blogging Pros:

The readings this week focus on the benefits of incorporating blogging in adult education. Blogging can empower students to analyze and critique information while determining their perspectives on a variety of issues (Oravec, 2002). Blogging can also develop a learner’s network of colleagues by bringing together virtual mentors, coaches and individual with similar profession interest (King & Cox, 2013). Blogging is just one way that technology can enhance learning.

Blogging Cons:

Certain populations may not have access to the internet and therefore would not benefit from education provided on a blog. I have thought of creating a blog for my student population which is stage IV CKD (Chronic Kidney Disease) patients. Upon assessment, I found that only a handful of my patients have access to the internet.

    As a healthcare professional, another con that comes to mind is liability. If a healthcare professional manages a blog, it is essential that they monitor posts to ensure accurate information since inaccurate health claims can be dangerous for readers.  Maintaining a professional blog requires diligence, understanding of local laws, and a method for managing ongoing updates (Autumn, 2013).

 References:

Burke, S., & Oomen-Early, J. (2008). That's Blog Worthy: Ten Ways to Integrate    Blogging into the Health Education Classroom. American Journal of Health Education, 39(6), 362-364

Frischtak, H., & Sinha, P. (2013). The Hitchhiker's Guide to Global Health Blogging. Prospectives in Biology and Medicine, 56(4), 602-610

King, K., P., & Cox, T.,D. (2011). The professor's guide to taming technology : Leveraging     digital media, web 2.0, and more for learning. Charlotte, NC: Information Age Pub.

Oravec, J. A. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent & Adult Literacy, 45(7), 616-621