Final Thoughts during a Blizzard!

Greetings! I hope everyone is having a fantastic holiday season.  But now that the holiday season is upon us, that means that my first semester in obtaining an online certificate in online teaching and learning is coming to a closeJ!  With that in mind, I wanted to share with you some course reflections and final thoughts as you enjoy our first snow of the season. 

As I entered week six, I was required to submit a discussion post about digital portfolios as a potential learning tool.  My thoughts on the use of digital portfolios as potential learning tools in the online teaching environment would be an excellent choice.  The digital portfolio is not only a great teaching tool but a skill that can be used beyond the classroom when investigating job perspectives. The digital portfolio will be invaluable to the online student because of its dynamic ability to show case the student’s individual and group work, course reflections, and creativity.  My instructor suggested several sites for the class to use to create our own personal digital portfolio.  I selected the Wix site, for its user-friendly visual instructions.  In this portfolio, I plan to link my personal blog site, individual discussion posts, and my learning style group project.  As I continue the online certificate program, I will be required to continue to add group projects and individual work as I complete the program.  I am looking forward to that and becoming a savvy Wix user.  

In week seven, I discussed learning theories and the design of online courses. The learning theories that were discussed were constructivist, cognitivist, and behaviorism.  Constructivist theory relies on real life experiences. This can be very useful in explaining complex topics to the online student, who may be preparing for class or researching a topic of interest.  Cognitivist theory depends on what the student already knows, and uses the retention and recall method to help the students gain more confidence in learning new material. The behaviorist theory encourages use of environmental stimuli that utilizes negative or positive reinforcement to shape behavior.  All three learning theories can be applied to assist the instructor in helping the student retain information.  I also think that these theories, when executed in an online educational environment, are malleable enough for the instructor to combine these learning strategies to benefit the student. During this week, I was also required to complete an assignment that applied these learning theories to three mini cases.  In the mini cases, I defined the learning theories that I would use in a particular case then supported the chosen learning theory with a series of learning activities to assist in solidifying why I chose a particular theory.  

In week eight, we discussed the seven principles of effective education and the online environment. I really enjoyed this particular learning activity.  I enjoyed this activity because I was able to use the seven principles as a guide for designing my teaching style and define the structure of my online course. I am a firm believer that every online class should have a general mission statement or general guidelines on how the class will be conducted and its expectations.  The seven principles included encouraging contact between student and faculty, developing reciprocity and cooperation among students and faculty, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning.  As I have previously stated, these seven principles would not only guide my expectations but also my students’ expectations (Chickering, 1987). Through the discovery of the seven principles, I had to develop learning activities in how I would carry out each principle.  I will give you a few examples.  When encouraging contact between students and a faculty, as instructor, I felt two activities should be mandatory. The first activity would consist of me scheduling virtual office hours and as needed availability. The second activity would require students and myself to have a weekly discussion on a topic either using a discussion board or Blackboard Collaborate.  In my opinion, one of the most important principles was respecting diverse talents and ways of learning. The learning activities I developed for this principle was making sure that my students were not only learning the necessary material that will assist in their success in the course, but that I was offering or creating alternative learning strategies to promote absorption of knowledge.  

Another skill I developed during week eight was identifying instructional strategies to use for online learning. For this assignment I chose collaborative learning as one of the best instructional strategies to facilitate distance education.  Collaborative learning uses small groups to facilitate learning.  I thought that the best course of action to achieve the most effective small group would be the following: gather information from my online students which included what their learning strengths and weaknesses were in a particular subject, their learning style, and their opinion about working in a small group. After establishing this information, I would develop groups of three students where each student would represent a specific learning style, such as kinesthetic, aural, and visual.  After the group is established, I thought the best way to promote collaborative learning would be to have weekly assignments that would represent each learning style.  I feel that this would not only encourage learning the information, but expose the student to multiple learning styles.

In week nine, we discussed the different web technologies that can be used in web-based instruction. In this section of the course I was overwhelmed with the amount of technology that is available for school, work, and social interactions.  I found several technological strategies but narrowed my favorites to the use of data channels and push technologies.  I preferred this type of technology because it would give students a way to pull educational topics and enhance discussion topics through the use of channels and push technologies. I believe that student's access to current information through the use of data channels or push technologies will keep the student interested and inspire them to dig deeper on a particular subject.  During week nine, I was encouraged by my instructor to think about how these web technologies can influence student to student or student to instructor interaction. Student to student interaction can always be a challenge in the online environment, so I will always stand by the idea of group projects facilitating or promoting student to student or student to instructor interaction. Especially, if the group project requires the student to learn a web technology they are unfamiliar with.  

As we continued through week nine, I got the chance to reach out to my fellow peers to complete our second project. This group project consisted of identifying multimedia and static web resources that can be incorporated into an online class as a part of the lesson plan. The group identified our web resources that we could use in our discipline of interest. Once we collected our web resources of interest we as a group, created an annotated bibliography through the use of Wiki pages. I was able to find a few interesting websites that could be used in my discipline of interest, which is nursing.  The first web resource I discovered was a series of physical assessment videos that would be very helpful to the new nursing student who is unfamiliar with what to ask a patient during a full body assessment. I thought that this type of reference would be very useful for a aural, kinesthetic, or visual learner, since it combined doing, visual, and listening, which are strong characteristics of these particular learning styles.   The technology of the Wiki was something that I was unfamiliar with. I thought this project to be very useful in teaching me how to create, modify, and link wiki pages. This group project required an exhaustive research of useful technological resources that can be incorporated into your online class.  I discovered that some web resources were better for education than others, and verifying the validity of a website can be challenging. My final thoughts on this group project are that any web resource chosen requires the student to be actively engaged in seeking out information, collaborating with their peers, and performing their tasks in a timely manner.

In closing, this semester has been full of unique technological surprises and new knowledge.  I look forward to building my technological expertise in the next class. I think as we become more savvy online instructors we will discover that learning can not only be fun, but educational, profound, and resourceful.

Reference:

Chickering, A. W. & Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate Education. Racine, WI:The Johnson Foundation. 

Let the games begin...

Greetings! Remember me? Class has started! Work has been completed! It is now time to reflect on what I have learned in part one of my first completely online course! I have discovered many things.  I will be sharing them with you as I resonate about the beginning of my journey to completing an online teaching certificate.

In the first week, I learned the basic course tools to assist me in getting oriented to the flow of the overall course.  I accomplished a Blackboard tutorial orientation that took me through the functionality and operation of how to use this learning management system.  Within the Blackboard tutorial, I achieved the following: assignment submission, making a URL active, creating a discussion board post, sending emails within blackboard, and checking my grades. I have participated in a live synchronous learning event through the use of video and discussion through Blackboard Collaborate. That was interesting, it was like using face-time for the computer! Oh my goodness-I am so behind in the times :-).  

I have found that you receive a lot of feedback throughout the online course, from your graded assignments, to your discussion posts, to your group projects.  Feedback within the online world is a must!  I have recognized that I enjoy receiving the feedback and look forward to reviewing it every week. Netiquette is defined as proper socially acceptable online communication with my peers and instructor.  An online student must always have great netiquette, our words represent our personality!

To finish this course successfully I will need to remain organized with daily check-ins with course progression, carefully review the rubric for each assignment, and fully participate in discussion posts. It has been a full time commitment but I am in it for the long haul :-).

          

As I journeyed through week one, my overall understanding of online teaching is constantly evolving and growing. I am now fully aware that online teaching takes involvement with the student to another level.  Online instructors must create a sense of community. In order to achieve this community, online students must participate in weekly discussion posts, icebreaker activities, group projects, and synchronous learning in order to get the full realm of course benefits.  Online instructors must be creative, available, and reflect daily professional netiquette at all times. I think through online teaching you, as the instructor, get to know the students who may not have necessarily participated in the traditional classroom discussion.  Through weekly discussion posts, I have gained the sense that the internet makes everyone more reflective, more honest, and more transparent in some ways. As I continue my journey through my pursuit of a certificate in online teaching, I expect that this road will continue to challenge me.  I believe that I will be more technologically savvy by the end of this course.

As I journeyed into week two, I became versed in differentiating between web-enhanced, hybrid, and fully online courses through reading a series of articles. One of our first discussion posts was to suggest how we can web enhance a classroom course that was already in existence.  I chose Nursing Assessment 101. Nursing Assessment 101 is a traditional classroom course with a clinical simulation lab accompaniment. In my discussion post, I advised that the nursing instructor could use Blackboard to upload pre and post quizzes, case studies, and have weekly discussion posts. Although my instructor wasn’t too confident about her health workers being fully educated online, I thought it was a great idea because it created more flexibility for the working student. After week two’s lessons, I came to the realization that universities and colleges all over the country are offering more and more four year degrees completely online. So it was interesting to discover that some of the classes could be web-enhanced, blended, or fully online courses. Most of week two’s readings stated that students achieved the same learning outcomes as compared to a traditional classroom course, which was very informative and exciting since I, too, have decided to travel through the online education realm. During week two, I learned some of the advantages of online learning are the reduction of cost, increase in class attendance, and positive student outcomes in tougher subjects. I think one consistent challenge in online teaching is getting the student who is unfamiliar with how an online course works and soothing their concerns about instructor availability, tutorial resources, and the need for face to face contact in some subject areas.  

As I entered into week three, we begin to discuss the different learning environments.  Different learning environments were introduced to us in our required reading, in an article titled, “Campfires in Cyberspace” by David Thornburg. In his article the learning environments were the campfire, the watering hole, and the cave. Our assignment was to identify what we thought Thornburg’s environments represented to us within the online learning work space.  In my opinion, it didn’t matter which learning environment the student chose to learn the information in.  I concluded that once the learning is done, the measure of success is how the student applies his or her learning to life, which may be the reason online environments are now so heavily ingrained in college education. As I continued through week three, our instructor assigned us to think about the differences between student centered learning verses a traditional classroom. I have been an active participate of the traditional classroom throughout my educational process. But I do believe student centered learning has its advantages. One major conclusion that I drew from this assignment is that the online environment is very student centered.  It places the learning and participation as the responsibility of the student. This type of reflective thinking led us to our journal entry for that week to discuss the differences between active and passive learning. Most individuals, including myself, like to actively participate while learning a new topic, this is a very simple definition of active learning. While passive learning is listening and note taking.

In week four, I discovered the various learning styles. This included visual, kinesthetic, aural, and reading. During this week, our instructor required us to complete a VARK survey which was a series of questions that helped to determine our learning style. I discovered that I was a kinesthetic learner, which means that I learn by doing. After giving that some thought, I felt that it was an accurate assessment, and since that time I am more aware of how I have retained information that I am learning. Once, I figured out my learning style, it was time for our first group project. For the first group project the instructor wanted us to create a lesson plan for each learning style using web based sources. Each lesson plan included activities, quizzes, and a grading scale on a subject selected by the group. My group decided on the Great Depression.  The ladies that I worked with during the group project were absolutely fantastic.  We constructed a Code of Conduct that assisted us in strategizing our communication throughout the project, how to handle incomplete assignments, or if an individual had an emergency. Our group decided to use the discussion board to communicate the details of our project and to exchange our work.  Accessibility is one of the biggest challenges in online learning, everyone in my group was well aware of that. With these thoughts in mind, every member in the group participated and checked in daily for updates.  I think that was a huge contributor of why our project went very smoothly.

In week five, I expanded my knowledge into learning about the variety of teaching styles.  The teaching styles I learned this week were expert, personal model, and facilitator. To discover my preferred teaching style, I was required to take a teaching style inventory survey that would tell me my preferred teaching style.  My preferred teaching style was personal model. According to the required readings for that week, personal model style teaching uses real life scenarios to link the information that you are teaching. One disadvantage of this type of teaching style that left me intrigued was that your audience may feel inadequate if they are not performing in the way that the instructor has taught. After learning about the various learning and teaching styles I have come to the solid conclusion that there are many ways to instruct and learn the material, it really comes down to the person who is learning to discover what works for them.  I, as the instructor have the responsibility to be informed about these different learning and teaching styles, and to have material representative of each, available to the student.

Finally, one of the last activities that I participated in was to interview an active online instructor. I found this particular assignment very helpful in giving me real life perspective of what to expect once I enter into the online learning environment as an instructor. I entered this program with an open mind, I still feel that one of the biggest challenges faced is creating an online community of learning within your course.  As I stated before, I frequently use the personal model teaching style, where I rely heavily on my storytelling skills to teach my information. Another challenge would be familiarizing myself with a new learning management system. But with great challenges, comes great rewards, and I am looking forward to completing this course in December :-).

My Leap into Online Teaching: The Beginning...

September 11, 2016 

Greetings! 

Welcome to my personal online adventure detailing my pursuit of an online teaching certification. Currently, I have four degrees, I have two bachelor degrees and two master degrees.  So you may be wondering, “Why would she want to spend more time in school?”   

Sharing knowledge with others has always been profoundly fulfilling for me.  I love sharing my experiences with others.  It doesn’t matter if those experiences were mistakes or successes.  I guess that is a trait that helps keep me sane as a Registered Nurse.  Nurses are always learning.  So when I was offered a Clinical Educator position for a pharmaceutical company a few years ago, I didn’t hesitate to accept the new position! I mean “learning” is my thing!   

For the last six years I have enjoyed being a Clinical Educator. I have learned a lot of things about myself as a Clinical Educator and as a person without any prior experience in classroom instruction.  I have become extremely flexible in my teaching style. I have mastered the ability to gauge my students’ comprehension of the material being taught by their body language, facial expression, and verbal cues.  I’ve studied the best ways to teach adult learners and how to keep control of the classroom on a warm summer day!  Finally (and most importantly), I have acquired the critical skill of accepting constructive criticism from others whether it was deserved or not :-). Through this journey from the bedside to Clinical Educator, I discovered that I enjoyed teaching and wanted an additional skill set that could expand my horizon as a classroom teacher but also reward me with future opportunities to take my skills beyond the traditional classroom setting.    

After reading about the future of online teaching in higher education, my perception of this growing field molded into something positive, constructive, and a necessary additional skill I feel that will make me a more well-rounded Clinical Educator. I feel that this certification will give me the flexibility I enjoy as a Clinical Educator, diversify my skills as a classroom educator, and help me to gain access to future opportunities.  

This online teaching certification is my first experience with a fully online program.  Classes have only begun one week ago, and I have already noticed differences from the traditional classroom setting.  First, my overall impression is that my current online class is more organized and task oriented. I have been pleasantly surprised of my feeling of "community" when responding to posts or participating in various online activities.  I enjoy that my professor provides checklists for upcoming assignments, quizzes, and projects for the entire sixteen weeks. I also like that the material is presented as mini lectures or “small chunks” that aren’t overwhelming. Finally, the convenience of learning 24/7 is right up my alley!  I am looking forward to becoming more technologically savvy, gaining the necessary knowledge to assist me in meeting the challenges of pursuing this certification, and experiencing the reward of teaching others from all over the world!