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Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps ENGAGING STUDENTS IN VIRTUAL CLASSROOM SPACES: USING BLACKBOARD COLLABORATE FOR TEACHING & LEARNING.

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Presentation on theme: "Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps ENGAGING STUDENTS IN VIRTUAL CLASSROOM SPACES: USING BLACKBOARD COLLABORATE FOR TEACHING & LEARNING."— Presentation transcript:

1 Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps ENGAGING STUDENTS IN VIRTUAL CLASSROOM SPACES: USING BLACKBOARD COLLABORATE FOR TEACHING & LEARNING

2  Please take 5 minutes to complete the following survey! PRETEST SURVEY 5/23/14Fairfield University School of Nursing 2

3  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. OBJECTIVES 5/23/14Fairfield University School of Nursing 3

4  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. EXPECTED OUTCOMES FOR SESSION PARTICIPANTS: 5/23/14Fairfield University School of Nursing 4

5  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 NEEDS OF THE NONTRADITIONAL STUDENT 5/23/14Fairfield University School of Nursing 5

6 MOORE’S TRANSACTIONAL DISTANCE THEORY 5/23/14Fairfield University School of Nursing 6

7 FOSTERING STUDENT COLLABORATION 5/23/14 Fairfield University School of Nursing 7

8  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) VIDEO CAPTURE & ARCHIVE 5/23/14Fairfield University School of Nursing 8

9 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.” STUDENT LEARNING OUTCOMES Fairfield University School of Nursing5/23/14 9

10 Let’s simulate an interactive Collaborate teacher/student session! IN CLASS SESSION USING COLLABORATE 5/23/14Fairfield University School of Nursing 10

11 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. COMMUNICATION IN PEDIATRIC PALLIATIVE CARE: PREPARING FOR SENSITIVE CONVERSATIONS 5/23/14Fairfield University School of Nursing 11

12 ① Communication is deliberate process ② Words mean the same to both the speaker and listener ③ Nonverbal communication is the primary method of communication POLLING 5/23/14Fairfield University School of Nursing 12

13  Verbal  Nonverbal  Written  Play METHODS OF COMMUNICATION 5/23/14Fairfield University School of Nursing 13

14 CHAT ROOM: TEXT RESPONSE WHAT DOES THIS IMAGE MEAN TO YOU? 5/23/14Fairfield University School of Nursing 14

15 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…” INTERPERSONAL SKILLS FOR GOOD COMMUNICATION 5/23/14Fairfield University School of Nursing 15

16 INTERPERSONAL SKILLS FOR GOOD COMMUNICATION 5/23/14Fairfield University School of Nursing 16

17 COMMUNICATION GUIDELINES: DIFFICULT CONVERSATIONS  Helpful phrases  Phrases to avoid

18 LANGUAGE ELNEC, 2012 Helpful  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 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 COMMUNICATING WITH PATIENT/FAMILY 5/23/14Fairfield University School of Nursing 19

20 WHITE BOARD EXPRESSIONS 5/23/14Fairfield University School of Nursing 20

21 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.” END SESSION 5/23/14Fairfield University School of Nursing 21

22 Browsers Collaborate Launcher Plug-ins Java Student Accessibility Mics and Speakers FACULTY CHALLENGES/LEARNING 5/23/14Fairfield University School of Nursing 22

23 Be Proactive! FACULTY CHALLENGES/LEARNING 5/23/14Fairfield University School of Nursing 23

24 Prior Planning Prevents Poor Performance! Practice, Practice, Practice! Use a script Preload content Run through the Audio Wizard Create a practice session FACULTY CHALLENGES/LEARNING 5/23/14Fairfield University School of Nursing 24

25 Please take 5 minutes to complete the following survey! POST TEST SURVEY 5/23/14Fairfield University School of Nursing 25

26  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: REFERENCES 5/23/14Fairfield University School of Nursing 26

27 5/23/14Fairfield University School of Nursing 27 QUESTIONS?

28 5/23/14Fairfield University School of Nursing 28

29 CONTACT INFORMATION Eileen R. O’Shea, DNP, RN-Associate Professor Mary Murphy, APRN-Assistant Professor Mary Kleps-Instructional Support Specialist 29 Fairfield University School of Nursing5/23/14


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