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