Utilizing a Simulated Electronic Health Record in a Pharmacy Practice Skills Curriculum
H5P allows users to create interactive online videos. This session introduces H5P and demonstrates how it can be used to support active learning. Student perceptions of H5P will be discussed.
As technology continues to evolve and become more ubiquitous, providing students with engaging yet educational content has become more challenging. While a video recording of a lecture has its merits, more advanced technology has been developed to supplement video content. Whether in a traditional classroom setting or online in a “flipped” classroom, it has been demonstrated students benefit from participating in an active learning process (Prince, 2004).
H5P is a framework which allows users to create and share a variety of interactive online content which can be used to facilitate active learning. One of the most unique aspects of H5P is the ability to easily create interactive videos. The purpose of this session is to introduce the interactive video component of H5P, to demonstrate how it has been used in graduate-level courses in the School of Audiology at Pacific University to provide active learning opportunities, and to help attendees understand how H5P can potentially be used to create interactive videos for students of all levels.
Attendees will be provided with a basic overview of H5P and some of the available interactive video component options (assessment question types, drag and drop, navigation hotspot, etc.) Examples of H5P interactive videos used in the School of Audiology will be demonstrated and discussed. An example of a non-academic interactive video using a “Choose Your Own Adventure” (i.e. Crossroads) format will also be demonstrated and discussed.
Within the School of Audiology, the presenter has used H5P to deliver course content supplemented with interactive components. These interactive videos have been used to help students self-assess knowledge and to practice clinical decision-making and differential diagnosis in audiology. Data regarding the perceptions and opinions of students who have been presented with online video content via H5P, and who have experienced various interactive components of this technology, is currently in the process of being collected. Analysis and summary of the data collected from students will be presented and will facilitate discussion during this session.
It is anticipated attendees will gain an understanding of the utility of H5P in creating unique, exciting, and engaging interactive video content. Whether it be used for a knowledge-based assessments, for graduate students learning to synthesize a medical diagnosis, or simply to keep students interested, attendees will see how H5P can be utilized to support a meaningful active learning process online.
InsertLearning: Turning the Internet into Interactive Reading Experiences
InsertLearning is a freemium Chrome extension that lets teachers turn any websites into interactive reading lessons. In the session, I will be demonstrating how to use this tool to help support ESL students when reading online.
Designing for Impact
Designing programs and educational technology architecture atop of a functional infrastructure takes intention and practice of “starting with the end in mind”.
Designing programs and educational technology architecture atop of a functional infrastructure takes intention and practice of “starting with the end in mind”. This session will provide practical application examples for charter schools, virtual programs, small and large districts to start with the end in mind. The result of designing for impact will be improved practices and an impact on learning outcomes that bring the vision to reality. Practical applications and policies will be shared to support the impactful use of educational technology tools and resources.
Redesigning College Algebra at Pacific University
Discussion of Pacific University’s redesign of College Algebra that utilizes an online learning platform and implements a lab component staffed by peer mentors.
The mathematics program at Pacific University has embarked on an ambitious redesigned of its College Algebra course, which seeks to leverage emerging instructional technologies to modify and enhance the way the course is structured and improve the way students engage with content. The aims of the redesign are threefold – to improve student learning outcomes, to increase student retention/persistence, and to reduce instructional costs. This talk will discuss the pedagogical observations made during the first semester of full implementation and will examine the extent to which our new approach achieved its aims.
Show your face! Building community in an online classroom
This session will explore doctoral student perspectives on building effective teaching and learning community in an online environment that uses several software platforms that may benefit many teaching/learning styles.
The purpose of this technology case study is to gain diverse perspectives on community and social presence in the online learning environment. The online format for education offers many benefits and opportunities to expand the reach of education. However, challenges exist in building effective and supportive teaching and learning spaces in the online environment. This presentation draws from the experiences of doctoral students in a high-touch online learning program. It seeks to illuminate the ways in which strong learning communities have been built and how these communities impact students in learning skills that transfer from the classroom into professional settings. Anonymous feedback from two years of cohorts was gathered following the course deliveries. The survey, based on the Community of Inquiry (CoI) instrument developed by Garrison et al. (2008), sought to explore perspectives on the strengths and weaknesses of online course design and the community building it enabled. This presentation will share the results of the study as well as the in-person stories and feedback of members of both cohorts. Additionally, this presentation will speak to effective online teaching strategies and areas that still need to be addressed in making the online environment work from the perspective of a current course instructor.
Methods: A questionnaire was administered to first and second-year students in the PhDEL Education and Leadership program at Pacific University to seek feedback on online learning methods.
Results: The questionnaire has been distributed and responses are currently in the final stages of collection and analysis.
Learning Objectives:
After the conclusion of this Reporting Session, attendees will be able to:
Analyze elements of technology that contribute to effective online course delivery, such as Zoom and Moodle
Understand the perspectives of a diverse group of graduate learners in an online delivery format
Know the benefits and downsides to synchronous/asynchronous online sessions
Develop ideas for how to improve online course delivery
Appreciate aspects of a virtual program design for online learning that contribute to community building across geographically distributed participants.
Reference
The community of Inquiry Instrument https://coi.athabascau.ca/coi-model/coi-survey/
Engaging All Learners Through the Use of Technology
Participants will be provided with an overview of online tools including Padlet, Nearpod, Quizlet Live, and Marvel. They will select which tools they want to learn more about and be given time to explore the features of that tool.
Purpose: to engage students of all ages, in all subject areas, through the use of on-line tools. Methods: The first section of the workshop will be devoted to providing participants with an overview of several online tools including Padlet, Nearpod, Quizlet Live, and Marvel. Participants will then vote on which tool they are most interested in learning more about, and they will be given guided practice time to further explore the features and uses of one or two of the tools (time-dependent).
Knowledge Translations: Using e-learning modules to teach from your scholarly work
This session is for university/graduate-level professors who want to disseminate their own research in pedagogical fashion. Using the presenter’s own research-based e-learning modules, attendees will translate research into online teaching.
How do we go about translating evidence into practice? How can professors effectively disseminate their research findings to students and colleagues? Conventional wisdom tells us, “in today’s technology-driven world, lack of an online presence can severely limit a researcher’s visibility” (Bik & Goldstein, 2013, p.1). This session is for university/graduate-level professors who want to disseminate their own research in pedagogical fashion.
This interactive session uses the presenter’s own experience of building and implementing her own research findings in to course work as a case study for developing effective e-learning modules. The ADDIE Model of Instructional Design will be referenced as a framework for converting research findings into a deliverable learning platform. The ADDIE Model consists of 5 stages: analyze, design, develop, implement, and evaluate. The presenter will walk attendees through each of the stages of the ADDIE Model, highlighting their own process. At each stage in the ADDIE Model there will be a learning activity for attendees to explore options and to create an outline for their own e-module. Attendees will learn about selecting appropriate technology by using the Webinar Integration Tool (Lieser, Taff & Murphy-Hagan, 2018). Lessons learned about student compliance with e-learning modules will be discussed. Attendees will leave the session with a personalized outline for creating their own e-learning module that highlights their research findings.
Bik, H. M., & Goldstein, M. C. (2013). An Introduction to Social Media for Scientists. PLoS Biology, 11(4), 1-8. doi:10.1371/journal.pbio.1001535
Lieser, P., Taff, S. D., & Murphy-Hagan, A. (2018). The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments. Journal of Interactive Media in Education, 2018(1). DOI: https://doi.org/10.5334/jime.453
Utilizing Canvas to Build an Online Community
This session will explore how OSU Ecampus collaborated across departments to recreate and reimagine their Canvas-based success course into an interactive learning community for students throughout their degree program.
Creating an environment that helps promote a sense of belonging for online students can be challenging. Research has shown that students who feel connected to their peers, instructors, and to their university possess higher levels of satisfaction (Richardson, 2017; Diep, 2017; Sahin, 2007). In an online setting, how do we utilize the educational tools at hand to create authentic opportunities for students to engage in the level of connectedness that they desire? This session is focused on the development of an interactive, Canvas-based learning community for online students at Oregon State University to meet this need.
Inspired by the work done at Indiana University to incorporate onboarding and orientation through Canvas, the OSU Ecampus student success team has partnered with our curriculum and development team to reimagine the potential of our First Term Success course, which was implemented in the fall of 2016. Initially targeted as temporary support for new and transfer students, the First Term Success course consistently reached a 95-97% acceptance rate but had limited opportunities for engagement and peer-to-peer connection. By collaborating with multiple Ecampus units including instructional designers, multimedia specialists, and student success professionals, the redesigned Ecampus Learning Community (ELC) will now serve as a comprehensive online resource. The purpose of the ELC is to provide a centralized community, connect students to each other, provide additional resources, and support them throughout their online education.
With the help of an instructional designer, this community has become significantly more interactive, personalized, and student-centered. Some of the new features include:
· Personalized videos
· Interactive menus
· H5P content incorporated throughout
· Program-specific content and resources
· Connection to social media
· Quick access to student support professionals
· Student affinity groups
· Feedback options for each module
By updating the navigation, reorganizing and developing content, and improving the look we have made it easier to find the resources students need when they need it. The intention in redeveloping the course was to create a resource students can connect with at any time and use when appropriate for them. The goal is to help students interact with each other and their support resources to ease their transition and provide ongoing support. Ultimately, our hope is to promote a positive student experience from admission to graduation.
We are interested in hearing feedback from the community on both the design and user experience of this site, and discuss how we can improve the functionality for the larger goal of building connections online.
Attendees will be provided with an outline of how to begin the creation of an online student community in Canvas, including a list of the resources our team has utilized during the development of the Ecampus Learning Community. We will also share a digital copy of the feedback and ideas generated in our discussion within the Canvas site, or by e-mail if preferred. We look forward to ideating with you!
Collaborative Debates with Google Docs
Use Google Docs to engage students in deep, thoughtful, researched debate and expand critical reading, thinking, and speaking skills.
Join us for an abbreviated collaborative debate using Google Docs as the foundation for cross-content area research and argumentative writing.
This session will focus on how to use Google Docs to move students through collaborative research and debate on a topic, all while tricking students into writing an argumentative “essay” with their peers. Participants will leave with all the materials needed to replicate this in their own content classes.
Give & Take: The Process of Evaluating New Technologies for Educational Use
An overview of the process of evaluating new technologies in education. Specific examples of the pros & cons for methods of transitioning from paper to digital submission/grading will be provided.
As an educator and technology enthusiast, I am always looking for new and interesting technologies that could be implemented in my professional routine that would provide an improved education experience and/or enhanced efficiency, while financially not breaking the bank. Inevitably, with any perceived problem or need, there are a number of possible solutions (e.g., apps, services, devices)…each of which bring their own unique benefits and constraints. The key is to not only evaluate the technology in terms of its financial costs (short and long-term), but to be thoughtful about the effect that it will have on your (and your students’/colleagues’) workflow both now and in the future. It is often the case that a low-cost (or free) technology that may improve your current workflow could also lead to greater costs down the road and/or more stress from your students. Or, a technology that requires more up-front cost and provides a less-efficient interface may provide you with some future-proofing that can save you and your colleagues’ additional hassles in the future. Utilizing a common educational dilemma (transitioning from paper to digital assignment submissions and grading), the current session will provide an overview of the process of evaluating new professional technologies, present some overlooked “costs” of adoption, and demonstrate the pros and cons of some specific solutions. Although attendees may be introduced to technologies that they could implement in the future, the purpose of this session is to provide strategies/information that can enhance their ability to evaluate the efficacy of educational technologies in the future.
Applying the Universal Design for Learning (UDL) educational framework to develop flexible learning materials to accommodate diverse learner differences within the Spanish for Healthcare curriculum: A TARGET grant update.
How the Universal Design for Learning (UDL) framework is used to guide the development of the “Interactive Fotonovela” TARGET grant project with the aim to accommodate individual learning differences to achieve enhanced Representation, Engagement, and Expression.
PURPOSE
Universal Design for Learning or (UDL) is a research-based educational framework that promotes the development of flexible learning environments that accommodate diverse learner backgrounds and individual learning differences. The core concepts behind UDL help guide the development of multiple options to explore (a) the “what” of learning, through enhanced Representation; (b) the “why” of learning, through enhanced Engagement, and (c) the “how” of learning, through enhanced Expression. Implementation of these core UDL principles helps reach the broadest learner audience by addressing the challenges of individual ability, background, aptitude, experience, and motivation.
The UDL framework serves as the guiding architecture behind the development of the 2018 Interactive Fotonovela TARGET grant project. Interactive Fotonovelas are a stylized comic book similar to popular telenovelas soap operas shown in Latin American media. Fotonovelas have a long history of use in Latino communities to promote health literacy and social awareness across a variety of issues. The Interactive Fotonovela project for Healthcare Spanish takes the traditional fotonovela concept and transforms it into a new media platform to provide a creative and interactive solution that connects the abstract concepts of grammar with real-world language practice and cultural understanding.
METHODS
UDL principles are reflected in the development of the Interactive Fotonovela project with the goal to enhance learning Representation, Engagement, and Expression through the implementation of features that:
– Integrates three levels of concept modeling through audio/video media, interactive text, voice-based simulation, and in-person interactions.
– Places learning concepts in the context of real-world practice using patient-based scenarios in a typical clinical environment.
– It provides opportunities for students to develop confidence through low-stakes and low anxiety self-assessing practice activities.
– Presents case-based problem-solving opportunities for interdisciplinary teams that Illustrate language and cultural barriers across all healthcare disciplines.
– It offers interaction with a variety of learning media through desktop, mobile devices, and print.
– Uses social/cultural objectives to facilitate grammar instruction and language practice to connect the relevance of dialog to the use of grammar.
– Implements authentic learning experiences that center in meaningful contexts, tasks, and assessments reflected in real-life situations.
IMPLICATIONS
The application of UDL principles addresses the challenges of teaching a diverse group of students that participate in the Spanish for Healthcare curriculum. These students represent more than eight healthcare disciplines and bring a broad range of language learning experience, background, aptitude, confidence, and motivation. The three core UDL principles address these teaching and learning challenges through the enactment following strategies.
– Enhanced Representation: Addresses the challenge of translating theory to practice by providing multiple options to explore the “what” of learning using strategies that increase learner Perception, Language, and Comprehension.
– Enhanced Engagement: Addresses the challenge of student engagement by providing multiple options to explore the “why” of learning using strategies that increase learner Interest, Persistence, and Regulation.
– Enhanced Expression: Addresses the challenge of student leadership by providing multiple options to explore the “how” of learning using strategies that increase learner Action, Communication, and Planning.
Collaborative Professional Learning with the teachers of the Australian Science and Mathematics School
Join us for a discussion of collaborative professional learning between high school teachers at the Australian Science and Mathematics School and faculty at Pacific University in the Spring of 2018.
In this presentation, we will describe a model for building interdisciplinary educational collaborations. We will be describing a case of doing that that at the Australian Science and Mathematics School (ASMS) in Adelaide, Australia with the support of a Pacific Faculty Development Grant and an Endeavour Executive Fellowship. This project itself mirrored the innovative learning environment of ASMS. It was highly interdisciplinary, with participation from environmental scientists, physicists, and astronomers as well as primary and secondary school education experts. It took tremendous coordination, bringing together faculty from two different continents each week. Mike set up the collaboration in a way that allowed the kind of self-regulated learning that is such a focus at ASMS where he would introduce a broad topic of interest (e.g. how can physics be taught in a highly interdisciplinary environment), gave some guidance in arranging various times for the appropriate people to meet, and then allowed discussions to unfold. He then ended each day with a debrief and asked each participant to provide him with a written summary of what they learned and contributed. Originally our project was conceived of as a technology implementation project. We proposed that we would lead professional development efforts at ASMS based upon successful work that we have offered previously to teachers at professional conferences (including international teachers) and at Pacific University (The Pacific Geospatial Workshop for Teachers and the Mapping My World course at Forest Grove High School). At ASMS students undertake a sustained and complex course of study that brings the Sciences, Mathematics, English, and History concepts together in context. As such, ASMS’s interdisciplinary course of study is a unique and promising fit for these PD opportunities. What the project evolved into is a collaborative professional learning opportunity for both the higher education faculty (1 from JMU and 4 from Pacific) and the high school teachers of ASMS. We look forward to presenting this work at the conference and then hearing ways in which conference attendees see parallels in their own collaborative professional learning.
Using Open-Source Statistics Programs to Learn Data Analysis
This session will discuss the methods and implications of teaching students how to use an open-source statistics program (i.e., JASP) to engage in data analysis.
The purpose of this session is to discuss the methods and implications of teaching students how to use an open-source statistics program (i.e., JASP) to engage in data analysis. Research methods courses often teach students how to conceptualize research projects, as well as collect and analyze data in order to answer research questions and hypotheses. Additionally, the goal of teaching statistics is often to train students on how to compute statistical tests by hand and understand what the test results mean. Extending this goal to provide data analysis experience within a statistical program offers practical experience with data computation that will translate well to an industry job.
In this session, participants will learn about JASP, an open-source statistics program similar to SPSS. This program is easy to navigate and freely available for students and institutions to use within courses and for individual research projects. A quick tutorial on how to use the program will provide session participants with foundational knowledge about how JASP works. After learning about JASP and being shown the basic functions, participants will then be advised on how to incorporate JASP into classes to be used as a data analysis tool. The session leader will provide resources on tutorials and an explanation of how learning this program will be relevant to industry work in data analysis practice. Additionally, the session leader will discuss several assignments that provide students with scenarios and real-world data to analyze in order to provide answers for clients or discuss the results of research questions and hypotheses.
Engagement with the statistical program in the classroom will provide students with foundational knowledge on how to use this tool to answer data analysis questions. However, the implications of teaching students how to use the program extend beyond the classroom. Since data managers and analysts are in high demand, students will begin to gain experience that could provide them with the knowledge of necessary tools and skills to enter the industry.
Identity in the Digital World: Incorporating Digital Wisdom into Information Literacy Instruction
This presentation shares how digital wisdom can be incorporated into first-year experience classes, aligning learning objectives, mission, and standards. Students’ work was submitted as digital posts.
This presentation will share the innovative, creative work of a revamped information literacy lesson for first-year experience students, which incorporates the information literacy framework, digital fluency, and creation of digital artifacts. The lesson’s learning objectives align with the library and institution’s mission, the Framework for Information Literacy for Higher Education, and regional accreditation standards. Librarians visited each freshman class, introducing the idea of scholarship as a conversation. Students strategically explored the library to find a resource that added knowledge to an issue integral to their identity. After finding a library resource, students demonstrated their knowledge by producing an authentic, digital post, sharing their thoughts about the resource on Youtube, Twitter, Facebook, and blogs. The revamped information literacy lesson is a springboard for conversation about digital wisdom and information literacy in the context of one’s own identity.
Participants will see examples of students’ digital postings, and have time for discussion and questions.
Using Google to Enhance the Writing Process in an Elementary classroom
Use multiple features of Google Docs to support your students through the publishing step of the writing process. See work samples from a Second Grade classroom.
This interactive presentation is designed to show participants how to use Google Docs beyond just a simple typing tool. Participants will begin by seeing work samples from my second-grade class in Forest Grove. These Google Doc and Google Presentation work samples will demonstrate the academic and creative growth that the students were able to show over the 2017-18 school year.
HARMONIC CONVERGENCE: OF KNOWLEDGE, ASSESSMENT, AND TECHNOLOGY
You invest hours preparing your lessons. You just know your students comprehend the information. Or do they? Discover how Poll Everywhere can facilitate student engagement and provide you with immediate feedback.
Are you confident that your students are getting it? You invest hours preparing your learning outcomes, lessons, and teaching materials. You and the classroom are on fire, and you just know your students comprehend the information. Or do they? Why wait until an exam to learn how well your students are understanding (or not) the material? Discover how PollEverywhere, a free online polling tool, can facilitate classroom student engagement and provide immediate feedback on your teaching effectiveness. You may find yourself modifying your instruction as a result. All you need is a computer, Internet connection, and the desire to gauge your students’ grasp of the information. And your students have an array of options to respond to the polls.
Purpose
Calderon and Irons will share strategies and teaching pedagogies on how they integrate Poll Everywhere into their instruction. They will demonstrate the basic features of the free version, including embedding a polling slide into a presentation and creating reports. Calderon will demonstrate the more robust features of the subscriber version.
Methods
Following the presentation, participants will have hands-on experience constructing a multitude of polls after creating their free Poll Everywhere account. Bring your laptop to discover the joys of poll creation! [Note: computers will be available in the presentation space if you don’t wish to bring your laptop.] Participants will receive handouts.
Introduction & Overview: 5 minutes
Presentation: 20 minutes
— The audience participates in several polls (e.g., multiple-choice, word clouds, Q&A, competitions, open-ended)
Hands-on Activities: 40 minutes
–Poll Everywhere account creation
–Poll creation
— Multiple-choice polls (fast, formative assessment; one-minute attendance)
— Rank order polls (ranks for impact; reorder ideas or topics)
— Q & A polls (prioritize questions and ideas)
— Competitions polls (fun!)
–Embedding polls in presentations
–Report creation
Q & A: 5 minutes
Implications/ Goals for the Session/ Learning Objectives
After this interactive session, participants will be able to:
–Identify different types of polls after creating an account and accessing Poll Everywhere.
–Use and leverage immediate student feedback to modify instruction.
–Calculate student engagement and compare student learning by running reports.
Additional requirements:
–A room with XX computers with access to the Internet. The number of computer may constraint the session size in case participants do not bring their own.
–A room with access to a projector.
Fun, Free, Formative Assessments
Want students to provide you with immediate feedback while having fun? This session teaches you free, easy tools to engage learners in your classroom.
Bring a device and come learn how to use programs such as Kahoot, Quizizz, Padlet, etc. to enhance learning in the classroom and cut down on data collection time. This session will include “learn by doing” work using a variety of formative assessment tools, while also discussing the purpose behind the true formative assessment. We will discuss best practices and play with tools to help collect the data we use to inform our ongoing instruction in the classroom.
This session will include “learn by doing” work using a variety of formative assessment tools, while also discussing the purpose behind true formative assessment. We will discuss best practices and play with tools to help collect the data we use to inform our ongoing instruction in the classroom.
Flipping the Art History Classroom
I will discuss how I have experimented with incorporating current pedagogical ideas for changing up the traditionally lecture-based art history classroom. These instructional strategies work to encourage students to be more involved in their own learning.
Traditionally, art history courses are predominately lecture classes, which is teacher-focused with students as the audience. Not only can this become redundant for the students, but it also puts a stronger work load on me. In my paper and PowerPoint presentation, I will discuss how I have used several grants and research on current pedagogical ideas for changing up the art history classroom and how I have incorporated those into my courses as instructional strategies. I will focus on the foundational Western Art survey courses and how I have re-designed them to a version of a flipped classroom in order to encourage students to be more involved in their own learning. This includes a variety of elements, including more deliberate scaffolding in assignments as well as a large online component using Moodle, which allows for more in-class activities to reinforce the material and key concepts. I will also share some of the successes and failures as I experimented with different models throughout several semesters. I hope to encourage other faculty that it is possible to change lecture-focused courses and demonstrate how I have invigorated my teaching and generate greater learning from my students.
Two Birds With One Stone: Practice & Practicalities
Using online technology to increase student engagement with difficult topics while decreasing the burdens of student travel and cost.
Purpose:
During the Physician Assistant Student’s second year, there is a series of four Professional Practice Seminar (PPS) courses. Longitudinally, the curriculum is organized to help bridge clinical concepts once students are away from campus participating in supervised clinical practice experiences (SCPE). We received a TARGET grant to design an online course to improve student engagement and promote active learning during Professional Practice Seminar (PPS) III, transitioning longitudinal course work formerly delivered in a strictly face to face format, to an online e-learning environment. Our goal was to choose curriculum across the longitudinal courses which would be most effectively delivered in an e-learning environment. We created a 12-week longitudinal online course to replace PPS III, formerly taught 100% within a classroom environment.
Methods:
Initially, we investigated the following curriculum:
• Diversity (video content, directed readings, and discussion forum topics)
• Ethics (case studies /discussion forums)
• The business of medicine (video content, discussion forum topics, adobe connect lectures)
o CV development
o Interviewing techniques
o Contract negotiations
o Financial planning
o Quality Improvement/Risk Management (PI CME)
• Clinical Medicine
o EKG review (Gamify)
o Topics in medicine (adobe connect lectures, directed readings, reflective discussion forum topics)
Fluids/electrolytes, “Just say no” to drug seekers, as well as topics in response to student requests
After this review, we decided that diversity, ethics, and the business of medicine were the best fit for the pacing, time commitment, and group dynamic.
Course Design: Included 6 modules with assignments focused on diversity and ethics topics composed of assigned readings and/or curated videos, followed by required discussion forum postings and responses. The 6th module consisted of an Ethics of Diversity assignment where students were asked to (1) Analyze potential bias identified throughout the course, (2) Identify the intersection of personal beliefs and the practice of medicine, (3) Create a plan for reducing the impact of bias on patient care. A final module consisted of multiple gamified activities on the topic of the Business of Medicine. Assessment of the course included pre and post evaluations performed by students and collected and assessed in collaboration with colleagues in the School of Professional Psychology.
Implications:
The longitudinal curriculum in ethics and diversity was successfully moved to an online format and we experienced increased student engagement in these topics over what we’ve seen in the classroom in the past. Additionally, due to the sensitive nature of the topics discussed in this course, the opportunity to have these discussions asynchronously seemed to encourage self-reflection, and in some cases self-disclosure.
Limitations included student pushback regarding online coursework synchronously with clinical rotations, the perception that previous PPS III week in-class time was lost, and student perception of online coursework deadlines as inflexible.
Learn to Create Classroom Podcasts, Movies, Trailers, and Time-Lapse Videos
Get inspired to create video presentations with the units of study you currently teach. Student-made, classroom projects will be showcased in all curricula areas using iPads, Go-pro and YouTube technologies. Attendees will see several examples and begin to explore the possibilities for their own classroom projects.
I will use my website, mchilders.weebly.com and other digital presentations my students have created to share with educators on how these digital technology tools can be used in the classroom to promote deep learning in content areas of math, language arts, science, and professional development.
In the first session, I will show attendees examples of projects and have discussions about these projects in the classroom setting. The next 30-minute session attendees can stay and use their device to begin to create a project of their own with support from me.
Flipped Classroom in a Therapeutic Modalities course
I will present information on a flipped-classroom in a therapeutic modalities course in athletic training education. I will present with some do’s and don’t of a flipped approach and findings from research on students’ perceptions of a flipped classroom.
Athletic training educators are investigating pedagogies that encourage the application of material and stimulate higher-level thinking to promote long-term retention and recall. Educators have utilized a lecture format as the main focus of the classroom, but other pedagogical methods such as active learning are beginning to be investigated to determine their efficacy. A lecture-only classroom approach is one in which the students are passive learners, often sitting and taking notes. In contrast, active learning has been defined as a course-related activity requiring students to do anything other than simply watching, listening and taking notes.1 Smith and Cardaciotto2 have stated that active learning is an instructional approach that may foster student engagement. A flipped classroom creates an active learning environment and has been used in many allied health settings including nursing, medicine, dental, pharmacology, veterinarian, dietetics and athletic training.3-19 This pedagogical method is a blended learning environment where students learn instructional content through watching video lectures asynchronously, and synchronous sessions are spent on homework, discussion, interaction, or hands-on activities. A flipped classroom uses technology to move the formation of knowledge outside class and gives time in class to apply the new knowledge through group work or learning activities guided by the instructor that enhance the application of knowledge.20 This pedagogical approach allows for students to have “learn-by-doing” experiences to help construct, organize and support their own knowledge and educational advancement.15
While there has been interest in a flipped classroom model in higher education, research has been limited. Through a published literature review the following was found regarding the implementation of a flipped pedagogical approach: satisfied with pedagogy;5-14,19 increased faculty feedback;7,12,15 motivate students to become self-learners and involved in the learning process;3,6,8,10,15 improved student performance outcomes.3,4,6,11,12 Athletic training has begun to research the flipped classroom approach.17,18 Currently, two studies have investigated the flipped classroom: student engagement;17 rationales for the implementation of a flipped classroom to maximize student learning.18 The objective of the study was to expand the research on a flipped pedagogy in athletic training education by exploring students’ perceptions of a flipped classroom in a therapeutic modalities course.
1. Felder RM, Brent R. Active learning: an introduction. ASQ High Educ. 2009;2(4):122-127.
2. Smith CV, Cardaciotto L. Is active learning like broccoli? Student perceptions of active learning in large lecture classes. J Scholars Teach Lear. 2011;11(1):53-61.
3. McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, Esserman DA, Mumper RJ. The flipped classroom: a course redesign to foster learning and engagement in health professions education. Acad Med. 2014;89(2):236-243.
4. Pierce R, Fox J. Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. Am J Pharm Educ. 2012;76(10):196.
5. Liebert CA, Lin DT, Mazer LM, Bereknyei S, Lau JN. Effectiveness of the surgery core clerkship flipped classroom: a prospective cohort trial. Am J Surg. 2016;211(2):451-457.
6. Evseeva A, Solozhenko A. Use of flipped classroom technology in language learning. Procedia Soc Behav Sci. 2015;206:205-209.
7. Young TP, Bailey CJ, Guptill M, Thorp AW, Thomas TL. The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. West J Emerg Med. 2014;15(7):938-944.
8. Park SE, Howell TH. Implementation of a flipped classroom educational model in a predoctoral dental course. J Dent Educ. 2015;79(5):563-570.
9. Gilboy MB, Heinerichs S, Pazzaglia G. Enhancing student engagement using the flipped classroom. J Nutr Educ Behav. 2015;47(1):109-114.
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To post or not to post? Increasing student engagement through social media (gasp!)
Explore how you can integrate social media into your classroom in a meaningful and professional way. This is designed for all social media users in higher education, from savvy enthusiasts to skeptics.
Purpose: Social media is a form of communication that empowers users to share content, access information, and interact with others. A recent survey illustrated that 50% of Americans with college degrees use LinkedIn (Pew Research Center, 2018) and over 68% of students use social media for internships (USA Today, 2015). While the utilization and benefits of using social media for post-graduation purposes has been documented, the utilization and benefits of using social media in the higher education classroom is less known. One reason may be due to controversy regarding the appropriateness of integrating social media into higher education curriculums. While some educators may feel it is inappropriate, other researchers have suggested that social media has the potential to enhance the learning experience for a student (Chugh & Ruhi, 2017; Tess, 2013; Gikas & Grant, 2013). It could be argued that the incorporation of social media into higher education curriculums could set students up for better success as they prepare to enter the real world.
Methods: This presentation will describe how social media was integrated into the curriculums for Hearing Science, Intro to Research Methods, and Clinical Audiology.
Implications: Educators will explore the pros and cons of social media use in higher education, discuss the features of social media platforms (FB, Instagram, LinkedIn), and brainstorm ways social media could be incorporated into other curriculums.