A Call To Action: E-Portfolios

ePortfolios are student-owned, dynamic digital workspaces wherein students can capture their learning and their ideas, access their collection of work, reflect on their learning, share it, set goals, seek feedback and showcase their learning and achievements (Brown, Burns, McNamara, O’Brien, O’hara, & Poole, 2018).

Implementing E-portfolios into not only the respiratory care program but, eventually all of health careers at Angelina College would be an ultimate goal of mine. I believe eps give our students the power to use the COVA model that we have focused our learning around. I look forward to presenting this to my co-workers, program director, and administration to help improve our students learning through choice, ownership, voice and authentic learning. Below, you will view a video that shows ways others found E-portfolios to be successful and unsuccessful. As well as, how I plan to learn from others and ensure that we have everything in place properly for implementation to work out efficiently.

A Call to Action

References:

Brown, Martin, Burns, Denise, McNamara, Gerry, O’Brien, Shivaun, O’Hara, Joe, Poole, Paige.

(2018). Challenges and supports towards the integration of ePortfolios in education.

Lessons to be learned from Ireland. Retrieved from.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6275690/


Fritschi, Jennifer & Wolf, Mary Ann. (2012). Turning on mobile learning in north America.

Retrieved from. https://learn-us-east-1-prod-fleet01-xythos.s3.us-east- 1.amazonaws.com/5c082f78d4ba4/2844356?response-contentdisposition=inline%3B%20filename%2A%3DUTF-8%27%27Mobile%2520Learning%2520in%2520North%2520America.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20190505T202144Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21599&X-Amz-Credential=AKIAIBGJ7RCS23L3LEJQ%2F20190505%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=9bfad5af77a50a498d75348e7bf22716708cb9ec525a5ecdd9d43a7d6a32ed71

Kelly, Jacquie, Murray, Sue, Peacock, Susi & Scott, Alison. (2011). The transformative role of

eportfolios: feedback in healthcare learning. Retrieved from.
http://www.theijep.com/pdf/IJEP28.pdf

Latham, Nancy & Meyer, Barbara. (2008). Implementing electronic portfolios: benefits,

challenges, & suggestions. Retrieved from.

https://er.educause.edu/articles/2008/2/implementing-electronic-portfolios-benefits- challenges-and-suggestions

E-Portfolios: Planning for PL

My professional learning plan, consist of implementation of E-Portfolios initially into Respiratory Care but eventually, throughout health careers at Angelina College where I teach at. I have constructed my innovation plan that shows how important it will be for our program to establish E-Portfolios in the classroom. The attached outline for establishing a plan for PL represents the 3 column table as well as my disruptive instructional design model.

Professional Learning: A CALL TO ACTION

Why?

Currently, our campus does professional learning each semester for half a day one day broke up into different sections. They are short and sometimes they go way to fast and mostly are forgotten. I only remember one time they paid a person to come in and actually do a two hour seminar and he had us interact with one another. But, it was long forgotten as well. I really want something to change. I am constantly telling my co-workers how I would love to learn new innovative ideas to teach. If it wasn’t for being in the EDLD program I would not have learned so many new ideas to teach to my students. I also, believe that making it more authentic to our health career campus would be more beneficial to our instructors and would allow them to be more available for learning.

What?

I used adobe spark to create my video and voice over. I tried to first embedded it into my e-portfolio above with adobe. But, I kept having complications where the video did not want to show, only show the url. I continuously tried many times. Therefore, I had to revert back to youtube and it embedded call to action above. I downloaded it from adobe spark and uploaded it to you tube and then embedded the video once again to e-portfolio.

How?

I have tried different sites since beginning this program, for video presentations. I have found adobe spark to be the easiest to use so far. I have found that doing voice over with adobe is the best and simplest way to go. I would like to try a different type in the future as well as videoing myself while presenting. Such as, screencastify I believe that would be a more effective way to go.

When developing my presentation I wanted to make a clean effective presentation. I am horrible about my presentations being too wordie. I like the ease, clean look that I chose to use.

After submitting my assignment and trying a few times to make my page look the way I wanted, it just didn’t work out. I want someone to come to my page and have to click minimally. When embedding the link from adobe it was only showing the url to click on and view. I would prefer my video to show up as soon as you arrive at my page.

Therefore, I had to go back and download my video from adobe spark. Then upload to my youtube channel and get the embedded code from there. Then re upload to my e-portfolio. I was hoping that it would work easier than I thought. But, of course it did not. Next time, I will go ahead and upload to youtube as I have done many times before.

References:

Asimov. Isacc. Retrieved from. https://www.pinterest.com/pin/230457705909659370/

EdCan. (2016). Innovation That Sticks Case Study – OCSB: Collaborative Professional Development. Retrieved from. https://youtu.be/iUusuw-xdr4

Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system

Reynolds, G. (2013). Presentation zen design: simple design principles and techniques to enhance your presentations. New Riders.

How Can Professional Learning Become More Memorable?

I have been an instructor now for the three years on my campus, where I remember one convocation we had someone come to show the entire faculty awesome things to do in our classroom/lecture. I was so motivated. I loved it. It showed us how to get our students more willing to work in groups and create great projects. As well as, wonderful ice breakers to begin with them. My whole department loved the ideas and I wanted to use them. Most of us took notes.  A few days later the students returned and we had already forgotten all the information that we learned that day. We would go back and ask each other how to incorporate this and that. We had our notes but, little memory on how to apply it to health careers. I believe if we had more time to learn the new skill it would help us apply these wonderful ideas that could help our students. I believe they fail because we as instructors/teachers have little time to incorporate PLs into our work day.

http://www.centerforpubliceducation.org/system/files/Professional%20Development.pdf

#1 The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.

Most studies show that you need to allow 50 to 80 hours for professional development to be properly executed. A teacher learns the same way a student does. As we are students are self. Therefore, they would need time to review, comprehend, and prepare for their classes so their students could learn the information. Learning ten different new ways to collaborate and ideas to engage your students in a four hour day will not always leave your teacher/instructor with something to go back to their classroom with.

#2 There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.

If professional development alone only provides are educators with the idea alone and not coaching it will tend to be a forgotten training. Therefore, we should have someone coaching our teachers/instructors on how to implement the learning into their classroom projects. If they need guidance, there should be someone to help them along.

#3 Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a practice.

When developing a professional learning activity it should be with meaning and purpose as we do for our students. It should make sense and have support that is researchable with the proper facts. Educators want to know statistically how effective it could be at engaging and teaching students.

#4 Modeling has been found to be highly effective in helping teachers understand a new product.

Professional Development could also offer a learning as we do section. Therefore, teachers/instructors could observe another doing the new skills or lesson plan and then reapplying it to that class. Then they could take it back to their classroom and perform the skill.

#5 The content presented to teachers shouldn’t be generic, but instead specific to the discipline or grade-level.

When attending the one professional development section offered to our faculty I was very motivated. But, as I stated before but I noticed when I did try to apply what I remembered it was hard to do so. The reason was because the information was so generic. For instance, I teach Respiratory Care and the instructor next to me taught English. Although, there are a few things we could take back and use such as, ice breakers. But, the really good in-depth ideas were hard. This is where I think professional development lacks. I believe that health careers alone should have their own professional development. My neighbor might teach sonography, radiography, nursing, pharmacy tech, emt, or surgical tech but, we are educating our students for the same purpose and we have different teaching standards.

I love using technology. We are constantly doing something that involves it and the more the better. I love embracing new things and helping my students learn. I believe I am somewhere between the middle to the high tech Kristen Daniels Empowering the Teacher Technophobe spoke on.

Ms. Daniels spoke about three levels of teachers that use technology low, average, and high. Mostly, she stated that if they had a workshop to help them with the ideas on how to use the technology it would help them develop better skills. Other than assuming they have no idea on how to use them at all.

Low technology performers are usually afraid of technology. If they had someone coaching them and guiding them they would be able to do simple things other than just emailing. Average is someone who uses technology most of the time and knows how to do most things on their own. Still has questions on how to incorporate things into other programs and make things easier. If they had someone their for questions they would be able to perform more efficiently. High technology is someone who can do about everything on their own but, lacks the resources to do it. If there was someone in place to help them find the resources to perform the task they would like they would be working more efficiently for their students. As I previously stated I feel like I am in between the average to high performer. I try to find everything I can to make things easier and more engaging for my students as well as myself. But, as we know funding can prevent the resources to do more of the higher technology that I would like to do.

I have one other colleague that graduated from DLL program and she somewhat uses tech a little but the others in my building hardly do. Other than email, blackboard, and some do not even use you tube for instructional pieces. They are learning from me and love all of my ideas and are trying to incorporate into their curriculum. I think as a community college we struggle with PLs, they will send us an email to do them and we answer the questions and move on. I do most of my PLs in my Respiratory Care due to the amount of CEs I have to have to keep my license. I would love to have our campus take the time when we are not lecturing to offer us PLs or extra help to keep us motivated and help us instructor our students the best way we possibly can. Also, if we had the ability to have an instructional coach to I believe it would help college campuses. I do not believe that it has came to that level yet. Most of the professors are still stuck on reading straight from the book. Many have not even began using powerpoint as a point of reference.

References:

Daniels, Kristen. (2013). Empowering the teacher technophobe. Retrieved from
https://youtu.be/puiNcIFJTCU

Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of

high stakes accountability. center for public education. Retrieved from

http://www.centerforpubliceducation.org/system/files/Professional%20Development.pdf

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. 

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.

</iframe

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