Course Implementation

Today, I have completely uploaded and finished my course for Advanced Cardiopulmonary A&P it should be ready for implementation on schoology this coming Fall. I feel like there are still some things that I could change or I would like to change. But, what I have noticed with any lesson or lecture I am working on and then present I feel like there are man changes that could be made.

My college has recently decided to upgrade from blackboard to blackboard ultra. I along with others from different departments have volunteered to pilot the implementation in the Fall with at least one of our online courses. We started weekly courses a few weeks ago. What I have found very interesting that the training and information they are giving us correlates with my Instructional Design Course. Most of the information given has helped me with developing this course. The interface of the new program will be something that no one will be use to and they are at least pushing for all instructors to put their grades on the program so that the students will know their on going grades. When this statement was made I was in shock to know that so many did not use this great resource for their students. Whether online course or face to face to at least house course information. Therefore, I believe that the transition might even be harder for them to understand since, they were not even use to the last system.

When choosing one of my courses that needed to be revamped it was not a hard choice. I knew it was my A&P course, I felt it was a struggle to teach as well as for my students to understand. When developing my ubd goals, I knew what needed to be changed. I was already trying to find a place to start on a change for this course. Now, that I have set forth my goals I am hoping this will be great success for my students as well as for me. I am hoping for more time to develop voice overs or actual lectures where I am actually videoed instead of the boring slide show to refer to. I want to engage the student to keep from losing someone who could have been great.

As I was developing this online course I also realized I need to look into setting up ubd goals for my RSPT 1201 Introduction to Respiratory Care course and implement an online course. This course could be fully taught online. I believe I could make changes such as videos that align with the lecture that would be covered that week, assignments, case studies, quizzes, and online testing. This course is already taught hybrid. They meet with me every other Friday for two hours throughout the semester and the rest of their time is spent working through our LMS system blackboard. They submit all assignments as well as, quizzes, and discussions. I utilize the time on campus to do exams, labs, reviews, or answer any questions that they have about any assignments that we are covering at the moment. I still think they would need to come to campus one or two times throughout that semester to do a small lab but, I believe I need to set this up.

I teach Cardiopulmonary Pharmacology in the Summer and it is a very long four hours that they are sitting their in front of me listening to me try to pronounce lovely drugs and talk about their actions and how they treat the patient. I have thought that this course would be more beneficial in the Spring time either hybrid or online or even if it was taught in the Summer online. That way they would be alleviated of those long hours that are needed to cover all the material that is needed. This course would have case studies incorporated into it, therefore it would not be all memorization. I could do so much with them as far as group work online and projects that would work perfectly for them as an online course.

It is Still a Work in Progress

Implementing this course online has really made me think of more ideas on how to keep my innovation plan moving forward. When setting up this course at first I did not think of it as a course where if someone who is not familiar with the internet. I am use to my students who are not in their first semester of college they have took many courses of college by the time they get to the actual program. But, I believe all the courses should be uniform and tell them where they need to go and how to follow directions. If not they would be lost and asking many questions. I still would like to work on many different ways to perfect it and make it look much more appealing to the eye. Therefore, throughout this next week while I am finishing my course up I will go over it with a fine tooth comb.

Developing my Online Course

Week Three of Instructional Design

As I finish week three of developing my online course through schoology, I am glad I decided to chose my RSPT 1340 Adv. Cardiopulmonary A&P course to begin with. This course needed a change. I still cannot find the best way to teach this course for my learners to fully get it. But, I am getting there. I think the more online and interactive engaging information they receive the more they will retain.

I have also, realized how many instructors or teachers who do not already teach their students online or give their student exams online. I am not sure if that has to do with funding or the fact they prefer paper testing. I did have one state her students get test anxiety if it is given online. Well, we begin in their introduction course before they are ever excepted given homework, timed quizzes, and timed exams on blackboard. The same continues once they are in the program. This prepares them for their National board exams once they graduate. If we start them day one then they will have less anxiety two years later. I believe that ever student we encounter knows something about the internet and should feel comfortable using it. Most of our learners today have never known a minute without internet or without an electronic device. I believe we should be using these in school if we want to prepare them for the real world.

This week I have put most of everything I need in my course. But, I have completed the first two units for the course. I have submitted homework assignments, discussion questions, quizzes, exams, and videos to be reviewed. Although, this took quiet some time I still think I need to make some changes. I am not completely pleased with my course. I always believe that my classes need improvement. I found that it was easy to import my quizzes, homework, and exams from exam view without any problems. I am not sure though that the grading scale is correct but I need to look more closely at that.

Since, this course still will require some face to face time I will be able to assess or answer questions if they are unsure of the change of LMS or about their course. My classes are usually not over twelve students at a time so it gives me time to answer any questions should they need them. I think this system is just as easy to work through as blackboard and they should not have too many questions regarding the navigation. I believe that having myself set up a whole new course and make these changes is helping me establish my goals and look more into my innovation plan everyday.

Assesment & Activities

Week Two of Building an Online CourseC

This week was a little more difficult when thinking about my course. I had to look deeper at what I wanted to put into it. Since, I was wanting to do so much change to this course I needed to observe what has not been working with my face to face course. I developed my outline or calendar for the course which was hard to do since, I will not be teaching this course till the Fall. But, I am thankful since this will be one less thing I will have to create in the start of school. I started working in my schoology course this week. I updated my profile and began to look around and familiarize myself with the site.          

I began to wonder how to approach the situation from face to face to an online course. I have taught courses that were hybrid before. I used my face to face time to do minimal lecture but more hands on time. I used the LMS as the homework, slides, quizzes, and then tests were given on campus.

I believe lectures are still beneficial when using face to face as well as using online. I like to refer back to our interactions we have here in my online classes. But, I believe posting a summarization of your learning that the learner can benefit from a posted power point will help them work through their notes. I plan on trying to post power point lectures as well as a voice over or a video to coincide with the slides. Our you tube videos that will help them with their readings for that week. That way they will have something to refer back to and review. It is sometimes hard to work through an internet course and apply yourself and stay engaged. I think being able to hear a voice as well as read helps someone retain the information.

I have only taught this course as a face to face course so this will be a challenge working with my LMS Schoology for A&P. There will be many different things I will have to experiment with. I will be experminenting with different types of ways to assess my students as well as engage them through interaction.  I teach mostly independently in my core subjects. I do not teach just one subject I have different course numbers that are assigned to me throughout different semesters. This course will be solely taught by me in the Fall once a year.

I will have case studies, short answer, multiple choice exams, as well as homework assignments placed in my LMS. I will have different Units that will have to be completed by a certain date and time for review for their exam. I will have check points through that unit to see how they are doing and discussions to make sure everyone feels confident in their learning.

This approach to building a schoology website and revamping my course has helped me meet one of my goals that I thought would never happen. I believe that this is pushing me in the right direction to motivate me towards a way to help others get my innovation plan on the right tract.

Instructional Design Online Learning

My first week of Instructional Design and Online Learning course, I was asked to first find a LMS that was to my liking. I have been teaching courses online using LMS for the last three years. We use blackboard as our platform. It seems pretty easy to work through although frustrating at times, as anything does on the internet. I chose schoology to reconstruct my course I was working through in 5313. I hope setting up this account and building my course it will help me make the changes I was hoping and help in the long run with my innovation plan.

My course will be related more to the constructivism approach. I have been teaching a hybrid course for the last three years. With all the course instruction and assignments online. Face to Face time was for exams or hands on lab time. I used our time to learn more about what a Respiratory Therapist does and an introduction to how they do it. My department also, houses all assignments, quizzes, exams, on blackboard for all of our other courses. Although, we lecture face to face, have clinical, or perform labs with them.

I believe academically and professionally the instructor must have great knowledge of their subject to teach online, as well as, great knowledge of technology. I don’t think someone could teach online or perform blended learning without the prior knowledge of their subject, audience, or the technology that they are working with. Our campus is now offering quality matters courses for all online and hybrid instructors. I believe this is a great tool for them. 

When creating goals for my course I struggled with them. But, redoing my course completely was actually my first goal and recreating my online configuration for that course is where I needed to start. I believe this is going to help me fullfill my goals for my course. Online courses are different from your everyday face to face courses. You do not get to see your students like your others. But, you are constantly communicating via email, they are submitting assignments, and you receive emails. You are constantly getting correspondence. Therefore, it is rather hectic on your inbox. It takes an instructor who has good time management skills. 

Creating Significant Learning Environments

Throughout these last few weeks I have learned a lot about myself as a person, student, and educator. I believe I have had to think more about myself, what I want out of my students and learning throughout this course. It has helped me think more into what needs to be done to complete my innovation plan. I am still in the process of creating my significant learning environment. I believe I am on a better track since finishing this course. I think the peer to peer teaching that I provide in lab helps teach and my students learn. As well as, clinical simulation as I have one student act, one perform, and one watch/assist. Everyone is learning from each other.

While reviewing the learning philosophies I felt that I leaned more towards a constructivist approach. I like to push my students to critically think through new innovative ideas and technology. I want to keep my students engaged and always loving to learn. I am blessed to have a program director that is supportive in the way I approach and teach my students.

While in this course I learned how to create a three column table and ubd goals. I really enjoyed learning how to create both of these. I do not have education in my background. My undergrad is in Agriculture Development and I have an Associate in Respiratory. Therefore, going into education I have learned to teach my students from myself. I have built everything from scratch. That is why I chose a program in education to help me learn to be a better educator. I love that I now have a new way to learn how to structure my courses better and to stay on tract. I found that the three column table was actually more interesting to me and will help me with my alignment of my courses.

Thinking back to the first course I took in the Summer all I can think about is the growth mindset plan. I believe without ever being introduced to the growth mindset I would not be where I am at today. It seems just a few short months ago to some but, it was many to me. I think this book changed me as an educator. It helped me look into some of my students minds and understand why they were learning the way they were learning and why I was not breaking through to them. I believe I have made the change as an educator I stated I would and continue to change. I hope I continue to help others with the growth mindset as well as my students love to learn again like my five year old loves to learn.

Developing a Growth Mindset

As I reflect back on my previous post about the growth mindset plan, I realized that I have changed over the past few months. I have tried to make the changes necessary and push through to become a better leader for my students and try to push a better mindset for my students and staff. I have implemented flip grid in my clinical courses to give insight to my students about how nurses view our profession as respiratory therapist and how respiratory therapist feel about what they do. Also, I have added a video where Carol S. Dweck is speaking about the growth mindset and ask for their views and how they view their mindset. Most of my students said at first entering the program they had a fixed mindset. They were unsure about their learning and if they were capable of doing what needed to be done to learn the information. But, in the end they began to learn the information and became open to more ideas and realized they were capable of not just memorizing but connecting the information to real life experiences. They then felt they were on the track to growing their mindset when it came to learning.

I have tried other ways to get my students out of their comfort zone to open their mind to new ways of learning. As I have stated before health careers is a lot of collecting information in the beginning. There is a need to collect and there will always be a need for collecting. I always tell my students once we have got to the point we have collected the dots successfully it is time to connect them. Therefore, we will begin simulation at this point or case studies. Before, we begin clinical, simulation, case studies, or anything that they have not yet felt confident in, I try to use the verbiage “yet”. That way they feel as if I am not pressuring them or they know I do not expect them to be experts right away. I always let them know that we would rather them fail in simulation than in the hospital. When, they are in simulation other students learn from doing, seeing, and acting.

After, reading the Growth Mindset Book this summer it helped me with learning how to apply feedback appropriately with my students. During, my summer clinical course I really struggled with a student and worked real hard in simulation and clinical on feedback. I developed a plan with this student for the Fall if improvement was needed based on the book and this program helping me. I decided she would need to come in and do more simulation if needed to help with her skills as well as, spend more one on one time in clinical with her. Apparently, she came back this Fall and was one of my best students overall. She took my feedback and worked over the remainder of Summer by watching you tube videos, reading, and studying for the Fall. When, receiving the feedback this past summer she received it with a growth mindset which allowed her to work on herself. I was really impressed with her actions and what she was capable of. My instructors and myself were about to give up on this one student and turns out she just never had anyone push her or tell her what she needed to work on. I believe if I had not of gave her the feedback she needed I would have lost a great future respiratory therapist.

undefinedMost students including my students, my step-kids, and friends kids they believe if they cannot be the best at something then they do not want to try at all. For example, baseball has become so competitive since I was a child. You have so many tournament teams, hitting lessons, pitching lessons, and year around ball. If you are not apart of this then it makes a boy think they are not the best when they enter junior high or high school ball. My question is? Does everyone have to be the pitcher? No! There are only a few. And are we really preparing every boy in the world to play in the MLB? No. This is something to do to keep them active in team sports, show them values, respect, and so on. But, to a boy he thinks he is preparing for the majors. But, since he did not prepare like the other kids did he shouldn’t play high school ball. Everyone on that field has a purpose and not everyone did tournament ball. His mindset already going into high school sports was fixed. How do we change his mindset? Well, I simply explained that this is your high school years have fun, enjoy life, and this is your time to shine. You know the game and all you have to do is work hard, get your mind right, and put in extra work and there is a chance you could be the starting pitcher or third base man. I repeated this to this boy and let him know that just because you are not on varsity your Freshman year doesn’t mean you shouldn’t play! He is still playing third base to this day and having fun doing it. Hopefully, this will open his mind up to other things along the way.

The same goes for grades, how do we change our students minds about getting As? I find that to be a challenging question. As myself, still strives for As. Not that I have to have an A. I hope that I perform at a level that is at an A level. My students were all accepted into my program based on gpa therefore, it is really hard for them to let go of the A mentality. They are usually the best of the best in the community college other than the students that transfer. I try to tell them at the beginning that your grade does not matter as long as you can connect the dots. My B students are usually the best ones who can critically think. They are the ones who are really working hard at learning. I have really tried hard to make them focus on the learning and not the grade.

I believe there are many things we still need to work on as educators and students when it comes to mindset. I feel like I still fail with my mindset as a wife and I work everyday on that. I spend more time focusing on my mindset as an educator I tend to fail as a mom and wife on being open minded. I think we all need to work on staying focused on our growth mindset. I believe that Carol S. Dweck’s idea about the Growth Mindset Plan is wonderful and we need to work on this with our co-workers to make sure we are all using this with our students to help grow our students. Maybe we could save more than just the one student I saved this summer. Without having a growth mindset my innovation plan will not work.

References:

Dweck, Carol S. (Ph.D.). (2006). Mindset the new psychology of success.

UBD Goals Vs. 3 Column Table

After, reviewing and creating the two different design plans I believe that the three column table is easier to construct. Although, I found the the UBD Goals wear very detailed oriented and time consuming. I found myself spending much more time working on this design. I also, found that it took much more thought process into the design but, helped me to realize what my students might need or want as a learner.  Coming from a background of health care and not education I found great insight into both of these designs. I enjoyed finding away to construct a course. Before now I have been working blindly and building things based on what I thought needed to be done. I believe these plans will help me not only become a better educator but will help me develop my innovation plan.


Below is my UBD Goals: 

When, developing my UBD goals I realized that it was making me think more into my course and what I needed to do to get the learner to engage. It wasn’t all about what I needed out of the course. I think it help me think more deeply. During, the three column table I focused on assessing and planning. I think it was great for setting up my course and I believe I will use this for each course I teach. The UBD goals will take much more time to construct. For my purposes I think Fink’s model is compatible for my course work. 

References: 

Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved                           from: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Wiggins, G. & McTighe, J. (2006). Understanding by design. (2nd Ed.) Upper Saddle River, NJ:                        Pearson Education, Inc.

ALIGNING OUTCOMES, ASSESMENT, AND ACTIVITIES

BHAG (BIG HAIRy AUDACIOUS GOAL)

As I continue to find a way to create a significant learning environment I realize that this process is not easy there are so many things that I need to change and things I need to change in others such as their mindset.  I need to look beyond the course work. I have to look at every aspect of the program to make sure I am applying all of the practices to each course. I have been more focused on the clinical aspect of the program than the content aspect.

After reviewing  finks model on course design I realize there is more that I should be doing in my RSPT 1340 Cardiopulmonary Anatomy and Physiology section that I teach in the Fall of the first semester for my students. I am finishing this course up this week and I have felt that this course out of all the course that I teach it is the one I really struggle with therefore, they struggle with it. This semester seemed even harder. Mostly, because I was short handed on clinical instructors and I had to physically teach clinical on course days therefore, I had to trade out more face to face time with internet assignments. In the end my students grades did not suffer and they felt they still got a great outcome but I felt they were short changed. Every Fall when this course comes back I feel as if it needs a change so, I think reviewing this course was a great idea. 

Using the following design guides have helped me create my specific course goals and align for the upcoming year. I have included my 
Learning Environment/Situational Factors Outline, Questions for Formulating Significant Learning Goals, and my BHAG Rather than use the Learning Outcomes 3 Column Table.

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FINK, L.D. (2003) A self-directed guide to designing courses for significant learning.                                                San Francisco: Jossey-Bass.

Learning philosophy

My Thoughts On Learning

Everyday human beings, and animals are learning.  How did I become the learning that I am today? How do we teach animals? How do we teach our kids to use the potty? I just watched my husband reward our boxer puppy with a treat for sitting. We as learners seem to relate to the fact that a reward such as a sticker, treat, grade, money, hug, kiss, or acknowledgement will help us learn. Most of my learning, was due to memorizing the review sheet for the test. When I would focus more on the memorizing I was learning the information for the test and I would forget the information days later. I never really understood the information, I could only regurgitate it. I was so worried about making the “A” on the test I would tend to forget why I was even learning at all.  At this point I knew I was not being challenged to learn.  According to, Tony Bates post on Learning Theories and online learning :

Behaviorism- is an attempt to model the study of human behavior on the methods of the physical sciences, and therefore concentrates attention on those aspects of behavior that are capable of direct observation and measurement (Bates, 2014). Tony Bates

“Challenge Me and I Learn” 

~D. Harapnuik

I still believe the behaviorism model  is necessary. We still have to remember things and regurgitate. Such as, labeling the parts of the heart, lungs, bones, muscles, and skull. There is a reason we have been taught to apply learning in this fashion. We also, still have moments where we are required to apply multiple choice exam skills. For instance, my students are only tested in their lecture work with multiple choice exams due to the fact that their national boards to become licensed is multiple choice. We try to prepare them for what is to come.  “Reinforcement in humans can be quite simple, such as immediate feedback for an activity or getting a correct answer to a multiple choice test” (Bates, 2014).

I believe that learning is such a beautiful thing to witness. I love watching my students get a concept. I love when you see it in their eyes and all of the sudden they have put all the  pieces together. I also, love seeing my son come home everyday learning something knew. It’s awesome even though he is in Pre-K, he will have homework and witnessing him draw the number ten to ten dots where he counted them. I believe learning is never ending. All beings are continually learning and due to the internet and social media learning has changed tremendously. The learner has access to research, courses, video, and chat with a touch of a button. Therefore, I think my behaviorism learning philosophy has transformed and combined with  connectivism and constructivism philosophies. 

Connectivism- is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements-not entirely under control of the individual (Siemens, 2005). Siemens

According to Siemens, Learning now occurs in a variety of way through communities of practice, personal networks, and through completion of work-related tasks (Siemens, 2005). In connectivism students need a high level of explicit support in learning from an ‘expert’ teacher and this requires learners to have at least some level of formal or traditional education before they participate if they  are to fully benefit from this (Bates, 2014). I believe I have started to learn better with the ability to choose and find a way to learn the way I would like. I also, realize that learning is ever-changing. Also, being in education things are constantly changing and you have to keep up with the learning to make sure you are teaching them with the correct tools. Therefore, you will have to continually learn everyday on top of what you already have processed. 

Constructivism-argue that individuals consciously strive for meaning to make sense of their environment in terms of past experience and their present state. It is an attempt to create order in their minds out of disorder, to resolve incongruities, and to reconcile external realities with prior experience (Bates, 2014). 

The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process (www.thirteen.org, 2004). I feel that later on in life when I chose to go to respiratory school that I excelled. I am not sure if it is because it was a different type of teaching. I believe that they taught not only with the behaviorist but with the, constructivist model. They chose to apply real life concepts while allowing us to critically think, apply concepts, and work through problems. I was challenged! I felt like the more I learned the more I wanted to know. I did not care about my grade I cared about what I was learning. I myself, use these concepts. I teach and allow the student to work through a problem. I want them to know if you a persons O2 Sat is low you need to apply the correct oxygen device and if you don’t this or that might happen. I do not want them to memorize anything but the normal O2 sat. They need to work through the problem and apply the concepts. This is used through simulation, as well as in lecture and clinical. I always give them a chance to get to a point they get the answer if they do not we work backwards and then a light will click. If it doesn’t it is time to teach again!

Due my constructivist thinking I believe it is critical to implement my innovation plan for e-portfolios. This will allow my students to post vlogs, blogs, reflect on their learning, and give them choice. It will help them become better respiratory therapist upon graduation! My belief is that I can influence others and help them incorporate e-portfolios into their programs. I hope that I can facilitate as a leader in the change of learning on my campus. The learner of today is ready for the change and the change is now! I feel that I have changed throughout my childhood and many college years from a behaviorist and now a connectivist and constructivist. I also, feel as if I teach in the same ways that I learn. My program must have critical thinking to produce great respiratory therapist, it also needs more choice and I hope to bring that to the table.

Annotated bibliography

Bates. T (2014). Learning theories and online learning. Retrieved from.

      http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

This website gave great information about the different learning philosophies. I learned alot about how learning has changed over the past years but yet stayed the same. 

Harapnuik. D (2018). It’s About Learning. retrieved from. http://www.harapnuik.org/?page_id=95

This blog gave incite on how to challenge a learner instead of regurgitate the knowledge given. 

Siemens. G (2005). Connectivism: A learning theory for the digital age.

     Retrieved from. http://www.itdl.org/journal/jan_05/article01.htm

Described connectivism in depth. This website also, the implications of connectivism, background, and principles. As well as, compared connectivism to beahviorism, congnitivism, and constructivitism. 

Thirteen. (2004). What is constructivism? Concept to classroom. Retrieved from.

       https://www.thirteen.org/edonline/concept2class/constructivism/

This website gave an overview of constructivism and a great definition of what it meant. It also, gave examples of constructivism in the classroom. 

Crucial Conversations

What is a crucial conversation? A discussion between two or more people where either the stakes are high, opinions vary, and emotion runs strong (Greeny, McMillann, Patterson, & Switzler 2012).  When I think of a crucial conversation I think back to a moment when I had to sit down with an employee who was also, a friend. I was always told to try to let your friends understand when you walked into work; work became work. When approaching this situation I knew that emotions were going to run high and I was most probably going to lose a friend. Why? Because here opinion of me changed at that moment. She considered that because I was her friend that no matter what she did at work she was forgivable. She wanted to tell the clever story as they talk about in the book to get justification.

Greeny, McMillann, Patterson & Switzler state: In truth, when we face crucial conversations, we can do one of three things: 

  • We can avoid them.
  • We can face them and handle them poorly
  • We can face them and handle them well. 

When my boss told me we needed to have this conversation for days I wanted to avoid it because why? I didn’t want to lose my friend. And if I faced it I knew she would handle it poorly.

Crucial conversations are not fun but they need to happen and we sometimes think these are only left up to the important bosses, elected officials, parents, and administration. That is not always true. Sometimes, to full fill ones goals we must have conversations that makes us uncomfortable. Such as, if you are feeling as if you are fitted for a position but keep getting passed over for it. You need to approach your boss and see why no one has asked you about your interest in that position. It might be something as simple as you haven’t officially applied or he or she didn’t know that you had an interest.

I believe when you are in a meeting you tend to see high stakes, opinions vary, and strong emotions like they state (Greeny, McMillann, Patterson, & Switzler 2012). When this happens it is hard to see others or yourself handle those conversations well. That is why preparing yourself for the conversation prior helps to calm the situation prior.

Patterson, K.,  Grenny, J.,  McMillan, R. & Switzler, A. (2012). Crucial conversations:

           Tools for talking when stakes are high, second edition. McGraw-Hill.