1. Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps
Engaging Students in Virtual Classroom Spaces: Using Blackboard CollaboratE for Teaching & Learning
Eileen O’Shea, DNP, RN
Mary Murphy, APRN
Mary Kleps

2. Fairfield University School of Nursing
Pretest Survey
Please take 5 minutes to complete the following survey!
5/23/14
Fairfield University School of Nursing

3. Fairfield University School of Nursing
Objectives
Define the nontraditional learner
Apply Moore’s Transactional Distance Theory
Enhance faculty awareness of interactive technology in meeting unique needs of the nontraditional student
Experience how Blackboard Collaborate allows for real time communication between faculty and student and student-to-student.
5/23/14
Fairfield University School of Nursing

4. Expected outcomes for session participants:
Participants will demonstrate a change in perceptions as evidenced by difference in pre and post survey, related to potential Collaborate use within their future course work.
5/23/14
Fairfield University School of Nursing

5. Needs of the Nontraditional Student
National Center for Education Statistics:
73% of all undergraduates
Content-laden lectures with new concepts and vocabulary delivered in few sessions
High value to students
Innovation – technology, virtual classroom, & archive of screencast
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Fairfield University School of Nursing

6. Moore’s Transactional Distance Theory
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Fairfield University School of Nursing

7. Fostering Student Collaboration
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Fairfield University School of Nursing

8. Video Capture & Archive
Plan & deliver complex concepts
Review high value information to learn, absorb, & retain information
All information directly from instructor
Learner hears the concept more than once
Shortly after lecture
Few days before an exam
English as second language (ESL)
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Fairfield University School of Nursing

9. Student Learning Outcomes
Qualitative Results from Nontraditional Student Focus Group “This was the first time using something like collaborate. Real-time video/audio was very nice.” “I found collaborate to be very helpful with my learning. I was able to concentrate more and found that people didn’t go off tangent.” “Collaborate was great for people that have a long commute to Fairfield. Use more collaborate.”
5/23/14
Fairfield University School of Nursing

10. In Class Session using Collaborate
Let’s simulate an interactive Collaborate teacher/student session!
Now, we would like for you to join us in a live classroom experience in which you will be our learners during a 15 minute teaching session.
5/23/14
Fairfield University School of Nursing

11. Fairfield University School of Nursing
Communication in Pediatric Palliative Care: Preparing for Sensitive Conversations
Objectives:
By the end of this lesson, learners will be able to:
State 1 myth of communication
State 1 phrase to avoid when responding to a sensitive conversation related to end-of-life issues in the pediatric setting.
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Fairfield University School of Nursing

12. Fairfield University School of Nursing
Polling
Communication is deliberate process
Words mean the same to both the speaker and listener
Nonverbal communication is the primary method of communication
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Fairfield University School of Nursing

13. Methods of Communication
Verbal
Nonverbal
Written
Play
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Fairfield University School of Nursing

14. Chat Room: Text Response What does this image mean to you?
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Fairfield University School of Nursing

15. Interpersonal Skills for Good Communication
Encourage Conversation
Don’t anticipate what may be said; LISTEN ATTENTIVELY
Achieved by:
Gestures/Body Language: Nodding, leaning forward, eye contact, sitting being with the patient
Comments like: “Tell me more”
Open ended questions: “What does this mean to you?”
Reflection: “If I understand what you are saying, you are feeling…”
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Fairfield University School of Nursing

16. Interpersonal Skills for Good Communication
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Fairfield University School of Nursing

17. Communication Guidelines: Difficult Conversations
Helpful phrases
Phrases to avoid

18. Language ELNEC, 2012 Helpful Avoid
May I just sit here with you?
Is there anyone I can call for you?
How can I be of help?
Would you like me to talk with your other family members, or be there with you when you talk with them?
Avoid
You have other children to think about.
I know how you feel.
This will make you a better/stronger person.
It was a blessing…

19. Communicating With Patient/Family
Never say:
“There is nothing more we can do.”
Leads to loss of hope
Feelings of abandonment
Instead say:
“We can’t cure your child, but we can provide care to make them as comfortable as possible until death.”
Provides definitive treatment plan/goal
Gives hope for quality of life/limited suffering
ELNEC, 2012
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Fairfield University School of Nursing

20. White Board Expressions
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Fairfield University School of Nursing

21. Fairfield University School of Nursing
END Session
Elisabeth Kubler-Ross:
“I say to people who care for people who are dying, if you really love that person and want to help them, be with them when their end comes close. Sit with them – you don’t even have to talk. You don’t have to do anything but really be there with them.”
5/23/14
Fairfield University School of Nursing

22. Faculty Challenges/Learning
Browsers
Collaborate Launcher
Plug-ins
Java
Student Accessibility
Mics and Speakers
Mary Kleps
5/23/14
Fairfield University School of Nursing

23. Faculty Challenges/Learning
Be Proactive!
Mary Kleps
5/23/14
Fairfield University School of Nursing

24. Faculty Challenges/Learning
Prior Planning Prevents Poor Performance!
Practice, Practice, Practice!
Use a script
Preload content
Run through the Audio Wizard
Create a practice session
Mary Kleps
5/23/14
Fairfield University School of Nursing

25. Fairfield University School of Nursing
Post test Survey
Please take 5 minutes to complete the following survey!
5/23/14
Fairfield University School of Nursing

26. Fairfield University School of Nursing
References
Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing automated capture and access in the classroom. Transactions on Computer – Human interaction, 11(2),
Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4),
Dey, E. L., Burn, H. E., & Gerdes, D. (2009). Bringing the classroom to the web: Effects of using new technologies to capture and deliver lectures. Research in Higher Education, 50(4),
ELNEC - Core Curriculum, in: AACN (Ed.), End-of-Life Nursing Education Consortium. AACN. (2012)
Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool to facilitate good practice in higher education. Computers & Education, 53(2),
Jones, N. & Lau, A. M. S. (2010). Blending learning: widening participation in higher education. Innovations In Education & Teaching International, 47(4),
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles in Distance Education. New York: Routledge.
Schuetze, H. G., & Slowey, M. (2002). Participation and exclusion: A comparative analysis of nontraditional students and lifelong learners in higher education. Higher Education, 44,  
Soong, A. S., Chan, I. K., Cheers, C., & Hu, C. (2006). Impact of video recorded lectures among students. In L. Markauskaite, P. Goodyear, & P. Reimann (Eds.), Who’s Learning? Whose technology? (pp ). Sydney, Australia: Sydney University Press.
Veeramani, R., & Bradley, S. (2008). University of Wisconsin Madison online-learning study: Insights regarding undergraduate preference for lecture capture. Retrieved March 15, 2014 from:
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Fairfield University School of Nursing

27. Fairfield University School of Nursing
Questions?
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Fairfield University School of Nursing

28. Fairfield University School of Nursing
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Fairfield University School of Nursing

29. Fairfield University School of Nursing
Contact Information
Eileen R. O’Shea, DNP, RN-Associate Professor Mary Murphy, APRN-Assistant Professor Mary Kleps-Instructional Support Specialist
5/23/14
Fairfield University School of Nursing