Blog/Journal Reflection 3: The COI & ICT Integration

                        The community of inquiry (COI) framework emphasizes three core elements:

This video will explain what COI is, and how it is incorporated in teaching and education.

These elements can be effectively enhanced using various technological tools in blended or online courses. 

Here's how some tools can be integrated:

Zoom: This platform supports synchronous communication, which is crucial for maintaining social and teaching presence. Instructors can use zoom for live lectures discussions, and office hours, providing real- time interaction and fostering a sense of community among students. Break out rooms facilitates small group discussions, enhancing social presence and collaborations.

Screen Pal formally called Screen-O- Matic, is a tool that allows instructors to create video recordings, including screen captures and voiceovers. It is useful for creating lectures videos, tutorials, and demonstrations that students can access asynchronously. This flexibility supports cognitive presence by allowing students to engage with content at their own pace.

As a platform for hosing and sharing videos, YouTube can be used to distribute lecture recordings, interviews, guest lectures, and other multimedia resources. The comment section can also be leveraged for discussions and questions, promoting social presence.

This tool can be used for creating course blogs where instructors and students can post articles, reflections, and discussions. It supports both cognitive and social presence by encouraging reflective writing and interaction among students.

Discussion Forums (e.g. on LMS platforms like Moodle or canvas): Forums can be used to facilitate asynchronous discussions, peer reviews, and Q&A sessions. They are integral for maintaining cognitive presence by allowing students to engage with course materials and each other overtime.

Assessment Tools (e.g., Kahoot, Quizizz): These platforms provide interactive quizzes and polls, making assessment engaging and immediate. They can be used for formative assessments, providing instant feedback and reinforcing learning.

Collaboration Tools (e.g., Google Docs, Padlet): These tools enable real-time collaboration and co-creation of content, supporting social presence and active learning. Students can work together on projects, share resources, and provide feedback to each other.

By thoughtfully integrating these tools, instructors can create a rich, interactive and supportive environment that aligns with the COI framework. This approach not only facilitates effective content delivery but also fosters a sense of community and active engagement among learners.

Here is a video to show how ICT can be incorporated in teaching and education.

                     

References:

1. Garrison DR, Anderson T, Archer W. Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet High Educ. 2000;2(2-3):87-105.

2. Garrison DR. E-learning in the 21st century: A community of inquiry framework for research and practice. 3rd ed. Routledge; 2017.

3. Hrastinski S. Asynchronous and synchronous e-learning. EDUCAUSE Q. 2008;31(4):51-55.

4. Anderson T, editor. The theory and practice of online learning. 2nd ed. Athabasca University Press; 2008.

5. Bates AW. Teaching in a digital age: Guidelines for designing teaching and learning. BC campus; 2015.

Reflection upon the role of the nurse educator in the 21st century learning environment. Challenges?

Question: Reflect upon the role of the nurse educator in the 21st century learning environment. What challenges do they foresee in fulfilling this role? How does an understanding of instructional content and design models, learning objectives, and a lesson plan helps to overcome such challenges?

Reflecting on the role of the nursing educator in a 21st-century learning environment brings several challenges to the forefront. Some of these are as follows:

                                                                                      Technological Integration: 

The rapid evolution of technology in healthcare necessitates that educators not only keep up with new tools and techniques but also effectively integrate these into their teaching practices.

                        

                                                                                              Diverse Learning Needs

Students come with varied backgrounds, learning styles, and paces. Catering to these differences while ensuring a uniform standard of competence is challenging.

                                                                                   

                                                                                                                                     Clinical Experience Balance

 Ensuring that students get ample hands-on clinical experience while balancing theoretical knowledge is crucial but often difficult due to limited clinical placement opportunities and the need for close supervision.      

                                      

                                             

       

                        Interdisciplinary Collaboration 

Modern healthcare is highly collaborative. Educators need to prepare students for interdisciplinary teamwork, which requires integrating communication and teamwork skills into the curriculum.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

                                                                                                                                                              Continuous Professional Development

           Nursing Educators must stay current with both educational methodologies and clinical practices, which requires ongoing professional developments.

                                                                

                                                                                                                                                                                          

                                                         

Overcoming Challenges with Instructional Design Models, Learning Objectives, and Lesson Plans

          Understanding Instructional Contact and Design Model

   Structured Framework

 Design models like ADDIE (Analyze, Design, Develop, Implement, Evaluate) or Gagne's Nine Events of Instruction provide a structured approach to creating effective educational experiences. They help ensure that all necessary components of learning are addressed systematically.

                                                                    Adaptive Learning

This model supports the development of adaptive learning strategies, that can cater to diverse learning needs, allowing educators to modify instruction based on individual student progress.

                                                                  Learning Objectives:

                                                                       Clear Goals: 

Well-defined learning objectives provide clarity on what students need to achieve, guiding both instruction and assessment. They help educators focus on essential skills and knowledge areas, ensuring that teaching efforts are aligned with desired outcomes.

                                                         Measurable Outcomes: 

Objectives that are specific, measurable, attainable, relevant, and time-bound (SMART) allow for precise evaluation of student progress, making it easier to identify areas needing additional attention.

                                                             Effective Lesson Planning:

Organized Instruction: Detailed lesson plans ensure that each class session is well-organized, with clear goals, materials, and activities outlined. This organization helps manage time effectively and cover all necessary content.

Engagement Strategies: Lesson plans that incorporate varied teaching methods (e.g., lectures, simulations, group work) can enhance student engagement and cater to different learning styles.

Continuous Improvement: Regularly updated lesson plans based on feedback and evaluation results help educators continuously improve their teaching methods and adapt to new challenges.

In conclusion, the role of the nursing educator in the 21st century is multifaceted and demanding. However, a solid understanding of instructional design models, well-defined learning objectives, and meticulously crafted lesson plans can equip educators to navigate these challenges effectively, ultimately enhancing the learning experience and competence of nursing students.

References:

1. Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty. Saunders.

2. Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of Instructional Design. Wadsworth/Thomson Learning.

3. Harden, R. M., & Laidlaw, J. M. (2012). Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. Churchill Livingstone.

4. Mager, R. F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction. Center for Effective Performance.

5. Bloom, B. S. (Ed.). (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Company.

6. Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

7. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. Open University Press.

8. Cook, D. A., & Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014

Introductional Applications of Technology.... Introducing me...

Jaime Sambrano- Sathram (R.N)

 

Hello Dr. Zephyrine, my name is Jaime Sambrano- Sathram, and I am a registered nurse for over 15 years. I work at the St. Augustine Private hospital with my specialties being in medical/ surgical/ A&E nursing. I am a senior nurse in ranking and teaches nursing education.

I am currently doing my master's in nursing education, because my dream is to become a lecturer. My hobbies are reading, swimming, singing, listening to music, and playing sports. I can play just about any sport, but my favorite is martial arts and cricket. I love going to watch cricket whether its test matches, one days or T20. I absolutely love going to CPL cricket matches to support my team.

                        "Personal Introduction with Technology in Education: Rating my knowledge"

My journey with technology in education began during my undergraduate years, where I first encountered the transformative power of digital tools in learning environments. As a student, I experienced firsthand how interactive platforms and online resources could enhance understanding and engagement. This ignited my passion for integrating technology into educational processes.

I am currently perusing my master's degree as a nurse educator, with a focus on enhancing the use of technology in the classroom. 

My goal is to effectively integrate digital tools and resources to better engage and reach students. Through my studies, I am exploring innovative educational technologies, such as online simulations, interactive learning platforms, and virtual labs. I look forward to this class as it will equip me with the skills to design and implement tech-driven learning experiences that can improve student outcomes and make nursing education more dynamic and assessable.

Throughout my career, I have kept abreast of the latest technological advancement, continuously upskilling myself through courses and workshops. This commitment has enabled me to proficiently use tools such as educational software, and emerging technologies like augmented reality (AR) and artificial intelligence (AI).

I would rate my knowledge of technology as advanced. Throughout my academic and professional journey, I have consistently engaged with a variety of digital tools and platforms. I have a strong understanding of their practical applications in various learning environment. This blend of experience and ongoing learning drives my passion for leveraging technology to enhance nursing education.

What are some of the major similarities and differences among face-to-face learning, online learning and blending learning?

Strengths and Weakness of each mode of delivery?

Face to Face Learning

1. Immediate Feedback: Students can receive instant clarification on doubts and feedback on their performance.

2. Social Interaction: Promotes interpersonal skills and networking through direct interaction with peers and instructors.

3. Structured Environment: Provides a disciplined and structured learning environment, which can be beneficial for many students.

4. Hands on Activities: Easier to conduct practical and hands-on activities such as lab work, workshops, and group projects.

1. Fixed Schedule: Less flexibility in terms of time, requiring students to adhere to a specific timetable.

2. Geographical Constraints: Students need to be physically present, which can be a barrier for those living far away or with mobility issues.

3. Resources Intensive: Requires significant infrastructure, including classrooms, labs, and other facilities.

4. Cost: Can be more expensive due to travel, accommodation, and material cost.

Online Learning

Strengths

1. Flexibility: Students can learn at their own pace and on their own schedule, making it accessible for those with other commitments.

2. Accessibility: Eliminates geographical barriers, allowing students from different locations to access the same courses.

3. Cost- Effective: Often more affordable due to reduced transportation and accommodation costs and sometimes lower tuition fees.

4. Wide range of resources: Provides access to vast array of online resources, including videos, articles, and interactive modules.

Weaknesses

1. Lack of Social Interaction: Limited face-to- face interaction can lead to feelings of isolation and hinder the development of social skills.

2. Self- Discipline Required: Requires a high level of self-motivation and discipline, which some students may struggle with.

3. Technical Issues: Dependent on reliable internet and technology, which can be a barrier for some students.

4. Limited Practical Experience: Harder to replicate hands-on activities and practical experiences online.

Blended Learning

Strength

1. Balanced Approached: Combines the best of both face-to- face and online learning, offering flexibility while retaining personal interaction.

2. Enhanced Engagement: Can provide a more engaging learning experience by integrating various teaching methods and tools.

3. Personalized Learning: Allows for personalized pacing and the use of different media to cater to various learning styles.

4. Resource Efficiency: Maximizes the use of both physical and digital resources, potentially reducing costs.

Weaknesses

1. Complex Implementation: Requires careful planning and coordination to integrate both online and offline components effectively.

2. Technology Dependance: Still relies heavily on technology, which can pose problems if there are technical issues.

3. Inconsistent Quality: The quality of the learning experience can vary widely depending on how well the two modes are integrated.

4. Requires Training: Instructors and students may need training to effectively use blended learning tools and platforms.

While it's challenging to declare any single mode of learning universally better than the others, due to the diverse needs and contexts of learners, one could argue that blended learning often stands out as particularly effective. Here are several reasons, supported by substantial evidence and educational theory, why blended learning can be considered superior in many contexts.

Integration of Strengths...  which mode is the best????

Blending learning integrates the flexibility of online learning with the structured environment of face-to -face instruction. This allows students to benefit from the best aspects of both worlds, enabling them to manage their time effectively while still having access to schedule in person support when needed.

Studies shows that blending learning can lead to higher student engagement and motivation. The variety of teaching methods, including multimedia content online and interactive activities in- person, caters to different learning styles and keeps students more engaged than a single mode might. 

Blended learning often incorporates adaptive learning technology that tailor educational content to the individual learner's pace and level. This personalization can help address individual learning needs more effectively than a one-size-fits-all approach typically found in traditional classroom settings.

Blended learning can be more inclusive, offering accommodations for students with disabilities, those in remote locations, or those with other commitments such as work or family. Online components can include features such as screen readers, subtitles, and flexible scheduling, which make learning more accessible.

In a digital age, blended learning helps students develop essential digital literacy skills. By navigating online platforms and using digital tools for learning, students are better prepared for the technological demands of the modern workplace.

While the effectiveness of learning modes can depend on specific contexts and individual preferences, blending learning often emerges as a particularly effective approach due to its inability to combine the strengths of both the face-to-face and online learning. It offers a balanced, flexible, and personalized learning experience that can lead to higher engagement, better accessibility. This makes blended learning a compelling choice for many educational institutions and learners.

References

1. Ayu R. Strength, Weakness, Opportunity and Challenge (SWOC) Analysis Blended Learning for EFL Classroom: A Library Research (Doctoral dissertation, IAIN Pare pare).

2. Barnett-Queen T, Blair R, Merrick M. Student perspectives of online discussions: Strengths and weaknesses. Journal of Technology in Human Services. 2005 Aug 4;23(3-4):229-44.

3. McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of advanced nursing. 2015 Feb;71(2):255-70.

4. Nasution AK, Surbakti AH, Zakaria R, Wahyuningsih SK, Daulay LA. Face to face learning vs blended learning vs online learning (student perception of learning). In Journal of Physics: Conference Series 2021 Feb 1 (Vol. 1783, No. 1, p. 012112). IOP Publishing.

5. Nayci Ö. Student opinions regarding strengths and weaknesses of face to face and online teaching. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi. 2020.

6. Valiathan P. Blended learning models. Learning circuits. 2002 Aug;3(8):50-9.