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Working together at all levels: A look at successful implementation of online collaboration


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Describes the partnership between ELI and Virginia Tech's adult education department to implement an online course focusing on ELI faculty professional development needs, and how it changed our …

Describes the partnership between ELI and Virginia Tech's adult education department to implement an online course focusing on ELI faculty professional development needs, and how it changed our practice in three anatomy & physiology courses.

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  • Bob's section - 5 minutes   Welcome.  My name is Bob Loser.  I would like to introduce our team of presenters from NOVA's distance learning department - the Extended Learning Institute (ELI).  With me are three  Annandale Campus faculty who teach ELI's anatomy and physiology courses - Dr. Pat Daron, Ms. Cindy Miller, and Ms. Rebecca Wright.  The fifth member of our group is Ms. Kim Monti, who, like me, is an instructional designer on the ELI staff.
  • We will describe how a partnership between ELI and Virginia Tech's adult education department developed, how the course that resulted contributed to our professional development as online educators, and how we have changed our practice in three anatomy and physiology courses as a result.
  • The Extended Learning Institute has been the distance education arm of NOVA for over  thirty years.  Our first courses were correspondence and telecourses, using a self-paced, independent-study model.   With the advent of the web and multimedia communication technologies, we began to ask  ourselves:   How can we use these online technologies to add interaction between students?   Can increased interaction engage students in deeper, long-lasting learning?   At the same time, the Virginia Tech graduate program in adult learning and human resource  development was seeking outreach projects.   We began talking and found a solution that helped both institutions.
  • The result of the ELI-Va Tech collaboration has been the development of a new course in the Va Tech ALHRD graduate program.   The course meets ELI's needs to train faculty and staff to promote student interaction and collaboration for deep learning.   The course provides an additional learning opportunity for Va  Tech students, and brings in additional students from the ELI faculty and staff.   The course is offered each summer.  Participation by ELI faculty and staff is supported with tuition assistance through NOVA's HR department.   Kim Monti will now describe the course.
  • Kim's part - 10 min.   "We" took the course!  :-)   Completely online course to give ELI faculty & staff experience as a learner online. Our "instructors" or course facilitators modeled appropriate facilitation of online collaboration through their facilitation of this course Activities included in depth online discussion with facilitators guiding interaction Group projects to experience and investigate pros and cons of an online collaborative tool,  and draft a course map of a discipline related collaborative learning module.
  • Digital divide – covers the differences between gamers:  Processing information quickly, processing multiple tasks at once, active learning - try it until they figure it out, technology as friend  Vs. traditional learners: formal, structured, hierarchical presentation of knowledge, Boomers are often traditional learners Need to bridge the gap btw gamers and traditional learners Way to do that is through self-assessment and “role play” – take the position of the other style of learner
  • Learning style assessment to determine our own learning styles ...  Were we visual, auditory, or kinesthetic/tactile learners? (Online survey & shared results) Understanding the learning styles of our classmates
  • Why collaborate? Reduces learner isolation in an online environment Reduces drop out rates by increasing student retention in the course Virtual collaboration - deeper levels of knowledge generation, initiative, creativity, critical thinking, shared goal for learning, learning community
  • Andragogy Adults are self-directed – enter educational context when ready to learn & are in control of their learning Transformational learning occurs … understanding of concepts is transformed during the learning process Reflection is important since it reinforces learners' need to know,  Learning how to learn is key – recognizing the best ways for them to build and retain knowledge
  • Active learning and knowledge construction based on prior knowledge – look to previous experience when confronted with new information and reconcile it with their previous knowledge by constructing new meaning real-world problem solving – linking learning activities to authentic tasks interacting with other learners and teachers/facilitators – so it is not the “Sage on the Stage” but “Guide on the Side”, relies on other learners to help build knowledge based on their experience and understanding of concepts.
  • Teacher directed - learners are passive – empty vessels that need to be filled w/knowledge. The instructor has all the right information Learner centered - learners are at the center of identifying their learning needs, flexible and self-directed, learners explore knowledge together and construct knowledge together w/guidance from the instructor How do we develop learner-centered online learning communities? Collaboration guidelines : Set the stage – provides guidelines for interaction, expectations for contributions Create the environment – design learning activities that promote interactive knowledge construction Model the process – provide examples in the beginning Guide the participants – facilitation during interaction Facilitate by modeling discussion responses, highlighting stellar posts from other students. Facilitate by guiding the participants: asking questions for clarification, more evidence,  presenting hypothetical situations, summarizing and synthesizing discussion points. Facilitate by encouraging the non-contributors, enforcing netiquette and reiterating  discussion groundrules with monopolizers, and distracters.   Facilitating small group conflict when it occurs.
  • And, as a result of the VA Tech course, instructors’ realized the importance of: Social presence to help achieve learning outcomes and increase learner satisfaction Decided to incorporate collaborative learning activities in three linked courses to: Extend & Deepen the student learning experience Allow students to test out new ideas by sharing them w/a supportive group of their peers Have students receive critical and constructive feedback
  • The collaborative activities presented today that are currently being piloted by A&P faculty in ELI courses.  For each model discussed, faculty will review the key design elements for the learning activity, the theory driving the design and facilitation of the learning activity, and examples of student's work. The first activity will be presented by Pat Daron.
  • Pat - 15 min.   Prerequisite to 161 & 162   Most of students never had a science class before, but going into science-focused  concentrations   Most of the points in the course come from the exams -- worried about cheating esp. if it is  worth a significant amount of points
  • Refer to handouts
  • The NAS 161-162 sequence is a course that combines two semesters of anatomy and physiology with one semester of microbiology and delivers it over a two semester sequence called Health Science I and II. It has a prerequisite of a year of biology or NAS 150—the course Pat has been talking about. We wanted to add both constructivistic activities and collaborative activities to the course and we did this in two ways. I’m going to take a minute to show you how we have done this in an online environment. We have started with current event articles from layman’s sources around which the student must do three things?-- He must choose an article of interest to him from an RSS feed that we provide. He must summarize the article—this just provides the student with a common experience upon which to build his individual knowledge and upon which other students can build their own knowledge. He must read the course content material and then rewrite the article at the level of the course. He must relate the content to his own personal or professional experience.
  • An RSS feed is provided to the student through a link in the LMS (Bb). I subscribe to a series of sources through a standard Google RSS feed. In our case it’s the instructor who subscribes to the feed and chooses the articles. This gives the instructor some control over the content, and concurrently provides a way to reduce the student work load. This is what the student sees when he clicks on his current events link.
  • These are the sources that we are currently using.
  • This is the constructivist element of the assignment. In constructivism we want to build conceptual structures through reflection of commonly held ideas. We have not abandoned the empty vessel (dump truck) approach—but rather have overlain it with this constructivist model in which we hope to guide students beyond the text book knowledge and its application to itself. We want students to apply it to their old knowledge and build a new idea from that. One of the places the first iteration of the course was weak was in the very top levels of Bloom’s taxonomy—we were really good up to the synthesis and evaluation portions of the course, but we weren’t really providing the student with a good vehicle for engaging in those activities, and we felt we could address this through this assignments.
  • The directions are quite specific, and are designed to get the student to recognize their current knowledge, build on it and then relate it to their own lives. We’ll see in the next few slides, that the third part seems to be just automatic for the student—but we believe this is what makes the knowledge stick.
  • Here we see the student bringing the article up to the level of the course, by relating it to the text material—she now has a critical understanding of viruses that she has had….. And then because she is forming new knowledge around her previously held knowledge, we see that she critically extends that knowledge.
  • And the she goes on to talk about more of the article but now at the level of the course. So we have success—new ideas build on old ones!
  • And this is the best part---another student picks up a different strain of information to add to the one about the cold sores. She is not talking about the immune system in general, looking at the effects of strengthening the immune system and the disappearance of cold sores in her own daughter. And we can see we have her hooked—she’s going to carry this information well beyond the exam into the next season!
  • And here’s one more comment from a third student, who picks up on the notion of the relationship between herpes virus and Epstein Barr, and then goes on to talk about the end of that articles—the idea of using antiviral drugs to activate the dormant forms of the virus so they can be killed. She brings in another potent learning motivator—fear and disbelief! Hmmmm…..
  • A grading rubric is provided for each assignment. This was a compilation of input from all the instructors—we have about 11 instructors involved In these courses.
  • This example illustrates the student’s beginnings at synthesis and application of cognitive knowledge. The language is not yet scientific, but the thought process is demonstrated . However, the student has also made a error, providing the instructor with an on-line teachable moment. This format allows for easy correction and discussion of the error in a quick write format—seen on the next slide.
  • This is the instructor’s correction of the error. Additionally the instructor has referred the student (and the rest of the team) to the appropriate materials for learning about the content. An interactive external link is also provided for the students.
  • This is the second of our assignment examples—This one is in the follow on course to NAS 161—The news and views assignment is carried into NAS 162 but stopped at week 10 of 16. At week 10, an true collaborative project is added to the course.
  • WE believe this pulls together all of the aspects that we have been discussing here today and results in active learning Learning Styles Reflection Constructivism And now Collaboration We believe it will take the information that we have taught the students over the course of NAS 161-2 and transfer them into useful constructs that the student can use in the real world.
  • The teams are asynchronous as are the courses.
  • We give them multiple asynchronous tools, but most continue to prefer the discussion boards. But now that we have access to Google Apps, they can use these as well. The only restriction I place on the group is that all their work must be transparent to all students all of the time. In other words, phones and most email doesn’t work.
  • Most of our cases come from the National Center for Case Study Teaching in Science, from the University of Buffalo.
  • Transcript

    • 1. Working together at all levels: A Look at Successful Implementation of Online Collaboration E XTENDED L EARNING I NSTITUTE Pat Daron Bob Loser Cindy Miller Kim Monti Rebecca Wright
    • 2. Overview
        • Professional development need and partnership with VA Tech
        • VA Tech Course – Facilitating Online Collaboration for Adult Learners
        • Tangible results – Enhancement of online courses in anatomy and physiology
    • 3. Project Origin
      •   ELI organizational development needs
        • Increase student interaction
        • Engage students in deeper learning
      •   VA Tech ALHRD program outreach
    • 4. NOVA-VA Tech Partnership
      • New VA Tech graduate course
      • Focus on ELI needs
      • Students from ELI and VA Tech
      • Tuition assistance by NOVA
    • 5. Facilitating Online Collaboration for Adult Learners
      • Online course
      • Modeled objectives of the course through the facilitation of the course
      • Online discussions with facilitators guiding interaction
      • Group projects
        • Investigating online collaborative tool
        • Discipline related project
    • 6. DIGITAL DIVIDE Gamers Versus Traditional Learners
      • Self-assessment:
        • Visual, Auditory, or Kinesthetic/Tactile learner?
    • 8. Why Collaborate?
      • Increase connections to
        • Reduce the potential for learner isolation
        • Increase retention of students in course
        • Extend and deepen student learning experience
    • 9. Background on Adult Learning
      • Andragogy
        • Adults enter an educational context when they are ready to learn
        • Adults are in control of their learning
        • “ Meaning making" is transformed during learning process.
        • Critical reflection is important
        • Learning to learn (metacognition) is essential for adult development
    • 10. Background on Adult Learning
      • Constructivism
        • Active learning and knowledge construction based on prior knowledge
        • Real-world problem solving
        • Interacting with other learners and teachers/facilitators
    • 11. Learner-Centered Online Learning
      • Learner-centered versus teacher-directed
      • Developing online learning communities
        • Collaboration guidelines
      • Facilitation of learner-centered online courses
    • 12. Needs – ELI A&P Courses
      • Low Success Rates in NAS 150 and NAS 161-162
        • 35-52% A, B, C
      • Our own observations
        • Poor self-pacing
        • No Teachable Moment
        • Course is weak at the top of Bloom’s Taxonomy
      • ELI is strongly encouraging the adoption of collaborative practices in all online courses
    • 13. Theory into Practice – ELI A&P Courses
      • Goals of today’s presentation by A&P faculty
        • Design “How To’s”
        • Theory
        • Examples of student work
    • 14. Collaboration in NAS 150
      • Most fundamental A&P course
      • Content heavy course
      • Two considerations about adding collaboration
        • No significant addition of information
        • Goals
          • Improve student performance
          • Assist students in making connections with each other
    • 15. Collaborative Activities
      • Three collaborative activities:
        • Self-Reflection papers on studying for exams (students grouped according to results of Learning Styles Assessment)
        • Experience sharing of chosen medical problem
        • Reflection of a memorable medical experience while working in a health field
    • 16. What is the Self-Reflection Paper?
      • Critically evaluates material studied for each exam
        • Extends knowledge beyond course material
      • Identifies strategies used to learn difficult concepts
        • Study aids that helped?
        • Previous knowledge or experience that assisted?
    • 17. A Student’s Post: An Example E XTENDED L EARNING I NSTITUTE
    • 18. An Example - A Visual Learner's Reflection
      • She believes she has no previous knowledge about muscles and develops a strategy for learning them: 
      • I looked at the chapter on muscles and confirmed that I am totally clueless about them.  Then I looked at the 2 figures in the coloring book with numbered arrows pointing to each muscle.  There was not one muscle that I had ever heard of.  I didn't panic like I did in the first chapter when everything was new because I was pretty surprised at how fast I was able to learn chapter 1 once I set my mind to it and it was actually fun learning new stuff.  As I was looking at the figures from a front and back view it hit me that I have a very close friend who is a body builder so I called him and left him a message asking him if there was any quick way to learn this.  He called me back and told me to come to his gym and he would help me . 
    • 19. An Example - A Visual Learner's Reflection (continued)
      • "I began to become secure in the fact that I could learn this!" 
      • I took the pictures of the muscles on the front and back of the body in the coloring book to the gym with me.  My friend's body is very muscular so it was easy to see the individual muscles that I needed to learn.  So we went over each muscle in the picture and we found them on his body and then I tried to picture where each one was on me even though they weren't prominent.  Some were more obvious on his body than in the pictures and I started seeing familiar terms in the new words because I had already learned regions of the body and bones - like the gluteus maximus muscle was in the gluteal region, pectoralis major muscle was in the pectoral region;  the biceps brachii muscle was in the brachium; the tibialis anterior muscle covered the bone called the tibia;  frontalis muscle was in the frontal region, etc.  I began to become secure in the fact that I could learn this!   
    • 20. An Example - A Visual Learner's Reflection (continued)
      • Then he took me to his stretch class.  The trainer of the class knew a lot about muscles and as we all stretched, he would point out exercises for the triceps, biceps, rhomboids, adductors, glutes, etc.  That was very helpful because It gave me more of an idea of how to apply the names to actual muscle actions. 
      • She uses personal and novel ways to reinforce her learning:
      • As I was leaving the gym we had to go through the room with the exercise machine.  I noticed that there was illustrations on each machine that showed how to use each machine, what specific muscles were being exercised, and a picture of where the muscle was located on the body.  After going home and learning as much as I could, I came back to the gym and checked the machines for information that seemed more difficult.
    • 21. Making Self-Reflections More Meaningful  
      • Have students perform learning styles assessment and post results
      • Group students based on results
      • Provide specific tips on how to study based on the results
      • Provide rubric 
    • 22. Why Do An Experience-Sharing Paper?
      • Adult learners are motivated if they can relate knowledge to their lives.
      • Real life stories come alive
        • Helps in retention
        • Deepens knowledge
    • 23. A Student’s Post: An Example E XTENDED L EARNING I NSTITUTE
    • 24. An Example - A Student's Experience Sharing
      •   She shares her experience - 
      •   It was around 2:00 in the morning when my sister. Hosay, went in to her third child’s bedroom to check up on her. Her nanny slept on the bed across her 8 month old daughter and all seemed quite and peaceful. Too peaceful she thought. She made her way to her infant daughters crib and noticed that she was lying on her stomach and was unusually still. She decided to turn her on her back and as she was doing all this, it became clear that her daughter was not breathing and she was very cold and discolored. She checked her pulse and put a hand over her mouth, but nothing.  Hosay's legs started to feel incredibly week and shaky and panic and terror struck in. Yelling and crying loudly, she woke up the nanny who was in the room, and her husband came in from the master bedroom, all very shaken with anticipation of what was causing all the commotion. They all found out what had happened… but it was all too late. Little Rihanna was gone.   This is the story of Sudden Infant Death Syndrome (SIDS), and it has hit my sister so I that is how I got to know about it. It is heartbreaking when something like this happens, but when you know the person it is even more difficult.
    • 25. An Example - A Student's Experience Sharing (continued)
      • She deepens her own knowledge and that of her readers -
      • There are clearly no warning signs and it happens without anyone suspecting it, which makes it all the scarier.  Signs and symptoms include apnea (stopped breathing), change in color (typically pale or blue/gray).  If SIDS has occurred then it is clearly too late, as the child is already dead. However, there are ways to minimize the risk of an infant from dying in this very unnecessary and preventable way. Here are ways to reduce risk: firm mattress, clear area of clutter (i.e. stuffed animals, blankets, etc.), control room temperature, don't over-swaddle, avoid smoking, drinking, and drugs during pregnancy, prenatal care should be high quality, regular check-ups for infant, breastfeed, use a pacifier for sleeping, infant should sleep in own crib/bassinette and in same room as parents, most of all, don't put infant on stomach while sleeping.
    • 26. An Example - A Student's Experience Sharing (continued)
      • Another student relates the knowledge to her life
      • Personally, this medical problem is all new to me and has really had an impact!  Right now I am pregnant.  It makes me worried that it could happen to my baby.  It also makes me want to more actively search for preventative measures so that I can educate myself and my husband. Everyone needs to know about this very serious issue and not just parents or expecting parents. One day you may need to babysit a niece/nephew or a friend’s child and must know all that can be done so that all will go well.  My friend tells me you can buy contraptions that prevent the baby from  turning over and lying on its stomach
    • 27. Reflection & Experience Sharing
    • 28. An example: reflection & experience sharing It’s a Boy! About 10 months ago while doing clinical rotations in Fair Oaks Hospital I had the privilege to assist in the delivery of a baby in the Labor and Delivery Section of the hospital. I have selected this event specifically because up until that time it was my first time viewing a live natural delivery. I thought it was incredibly fascinating witnessing a child being delivered from a mother. Not only was the delivery interesting, but the preparation the team of nurses, doctors, and anesthesiologists put into it was superb. At first the anesthesiologist allowed me to assist him in preparing the epidural given to the mother. Watching the doctor perform this was appealing in that you are administering a medication blindly, and know when you are in the epidural portion of the spinal column by the passing of air through a syringe. The epidural worked as planned and the mother felt nothing below her umbilicus. The nurses would monitor the mother’s vitals and her cervical dilation in cm’s to see when she was ready to start delivering. The unborn babies heart tones were also monitored using a Doppler device which would show if the baby was in any immanent danger. Due to the Petocin taking effect just as it was meant for (synthetic oxytocin, used to stimulate uterine contractions) the delivery would soon commence and the doctor allowed me to assist with this also.
    • 29. An example: reflection & experience sharing The positioning of the mother was handled by the nurses and the doctor observed until the baby he began to crown (babies head begins to show). With everyone dressed in scrubs, facial coverings and protective eyewear, we were prepared for the slight mess that is usual during a natural childbirth. When time came the doctor began to exert slight pressure on the child’s head, just enough to grab hold of the shoulders and allow for a smooth delivery. The newborn was then suctioned, dried, warmed, stimulated, and positions with its head slightly lower than his lungs in order for remaining amniotic fluid to drain. This is the first portion of the neonatal resuscitation inverted pyramid. The newborn did not need anything else; the next step however would have been blow by oxygen. As told by the doctor and some nurses, it was as “textbook” as a delivery can be. I even had the opportunity to cut the babies umbilical cord thus detaching it from its old life source (the placenta and the mother). The newborn was then handed over to his mother shortly, and then he was packaged up in order to be cared for by a nurse who started to finish the second APGAR score. The first being a 12 and the last being a 15. The experience was like none other, and since then I have witnessed many more births, some not so “textbook,” however all a learning experience.
    • 30. STUDENT RESPONSE Thanks for sharing your experience.  I've had the pleasure of experiencing the delivery of a baby from a mother's point of view twice, but it was very interesting to hear the perspective and details you were able to provide as part of a medical team delivering a baby. Thank you for your terrific description of a delivery. This will be so informative to other students in our class. The first delivery I ever saw was in paramedic training also. It turned out to be a forceps delivery. It was very stressful to watch as the OB first inserted the instrument, (which reminded me of a set of hedge clippers) and then, once he had a firm grasp of the infant’s head, he was pulling on the head so hard that I couldn’t believe that it wouldn’t cause damage. The next was a normal delivery. What a welcome relief.
    • 32. Why Use Current event articles?
      • Give students familiar material to facilitate collaborative, constructivist and active learning
      • Use available technology to lighten load for students and instructor
    • 33. RSS: Really Simple Syndication
      • A “feed” of frequently updated articles
      • Instructor monitors content
        • subscribes to the feed
        • Chooses & shares articles
      • Linked to LMS
      • Reduces the workload for the students
      • Ours uses Google Reader
    • 34. The Sources.....
    • 35. Why “Layman's" Sources Give Students a Base for Construction of new knowledge
      • Extend knowledge
      • Deepen knowledge
      • Be critical
      • Synthesize knowledge
      • Evaluate knowledge
    • 36. Directions for the Assignment
      • Step 1
      • Summarize the article. Please relate the article to the course material you are studying this week of the course.
      • The Subject line of this post must be : SUMMARY--followed by the full title of the article which you are summarizing.
      • Step 2 :
      • Bring the article up to the level of the course: You will need to include a brief description of the anatomy and physiology appropriate to your discussion and you must use correct anatomical and medical terminology at the level of this course. You will need to support your article with information from your text books. You may add other sources as well if you wish. You must cite any sources you use.
      • The Subject line of this post must be: COURSE LEVEL--followed by the full title of the article which you have summarized .
      • Step 3 :
      • Relate the article to your professional or personal life. An anecdote is an appropriate way to do this.
      • The Subject line of this post must be : MAKE IT MY OWN--followed by the full title of the article which you have summarized..
    • 37.   Constructivist Learning Forum Student’s Post in several parts E XTENDED L EARNING I NSTITUTE Watch for: Constructivism Teachable Moments Extension of knowledge at Bloom’s Cognitive Taxonomy levels: Synthesis and Evaluation
    • 38. An Example of Constructive Learning A student relates the article to her previous knowledge
      • The summary forum entry: 
      • I read the article Cold sores secrets revealed, posted by
      • ajcann.   I find this article interesting because I have never
      • had cold sores but my daughter H. has.  When we first to
      • moved to Virginia, she came down with her first cold
      • sore.   I took her to the doctor and was told that it was
      • common for them to come out in cold weather.  Unsure of
      • who she came in contact with, I have always been puzzled
      • on how she could have contracted the virus. 
      The Heart of Constructivism: We have not included the summary of the article here, but the students comments make it clear that she is building on her own knowledge.
    • 39. An Example of Constructive Learning (continued) The Course Level Post
      • Then she relates it to herself.
      • Could she have been exposed to the virus from me?  The article talks about how the virus can lay doormat in nerves
      • showing occasionally at the original site of the infection.  HSV-1 tends to involve the face and lips and is known as cold sores.   
      • It also states that the herpes simplex virus attacks the immune system by shutting down the production of virus encoded proteins completely.  The virus stays in latent state for longer period of times before it starts to replicate.   In Chapter 13 of Microbiology page 411 under the heading Latent Viral Infections it says in some people the viruses are formed but symptoms never appear.   Only 10-15% of people carrying this virus actually have breakouts. 
      •   Information is synthesized into previously knowledge & critically extended
      • Reading chapter 13, in the Microbiology textbook page 404 under
      • Herpesviridae, I find it interesting that HHV-4, genus
      • Lymphocryptovirus, which causes mononucleosis and HHV-3, genus
      • Varicellovirus, which causes chickenpox are 2 species of human
      • herpes virus that I have had  
      The next part of the assignment The student is required to bring the article she read into the context of the course—actually doing the construction.
    • 40. And There’s More….
      • She extends and deepens her knowledge  
      • The article also talks about testing on mice and injecting them with
      • the HSV-1 and then waiting for it to go into the nerves and become
      • silent.  Once that happens they examine the cells to see if the
      • dormant virus contains traces of RNA that match latent RNA.  HSV-1
      • microRNAs tend to bind to virus mRNAs preventing translation and
      • the cells are prevented from making 2 virus proteins, (ICPO and
      • ICP4) which allow the virus to escape dormancy.  The last paragraph
      • of the article talks about drugs that block the production of
      • microRNA’s and how they could possibly wake up all dormant
      • viruses, allowing them to become vulnerable to the immune system
      • and to antiviral therapy.  Stating that eventual there might be a
      • possible cure for herpes.
    • 41. The Collaborative Part of Constructivism
      • Responses from other students:
      • Another student extends and deepens her knowledge
      • Since we have taken our daughter off of Gluten and her
      • Malabsorbtion is healing she has not gotten one cold sore!
      • How amazing is that? I believe that her Immune System was
      • weakened from her eating the Gluten(since she is allergic to
      • it). Amazing how our bodies respond.
      • And she's curious!
      • I am curious to see how this Winter goes.
    • 42. An Example of Constructive Learning (continued)
      • Another student relates new to old knowledge  
      • I tend to get a lot of cold sores this time of year.  I knew they originated from the herpes virus.  
      • She extends and deepens knowledge:
      • The interesting thing is my article also talks about the herpes virus relating to the Epstein-Barr virus.  I am surprised that researchers are thinking of activating the viruses to treat the with antiviral drugs.  
      • And she also exhibits curiosity
      • This thought is scary and I am not convinced it would work.  On the up side, I would love not to get cold sores.
    • 43. Assessment
      • Grading of this Assignment
      • You can receive a maximum of 10 points for this assignment. Grading is based on going participation, completeness, relevance, and your ability to synthesize and analyze the information from the current events article with course material from your texts and /or labs, and into anecdotes from your personal or professional lives. All of your sources must be documented and appropriate, your grammar and spelling must be correct. If your answer is plagiarized from any source you will receive a zero for this assignment.
    • 45. This is a student response to a case study question— it contains an error, shown here in red
      • Hormonal problem causing symptoms:
      • 1. Low levels of TSH from the Anterior Pituitary Gland would account for the low levels in his thyroid. TSH is essential for normal growth and development. One of the first symptoms of a low functioning thyroid is loss of coordination.
      • Low levels of Calcitonin (not a hormone) could cause a decrease in the actual building of bones during childhood and could cause his bones to be brittle…. .
    • 46. The Instructor’s Response
      • Calcitonin surely is a hormone. It is not made by the anterior pituitary gland. Rather it is made by the thyroid gland, and it is humorally regulated--by a simple negative feedback loop involving only the gland that made it. (It's (c) on figure 13.8)
      • You will need to understand the cascade of hormones from the hypothalamus to the anterior pituitary to the end organ, and their feedback mechanisms to do this case study well. Make sure you understand chapter 13--and particularly figures 13.8, 13.10 and 13.13 and 13.15.
      • Additionally take a look at this site from the Colorado State Pathophysiology Web site:
    • 47. TEAM PROJECTS IN NAS 162 Facilitating Collaboration in Online Science Courses E XTENDED L EARNING I NSTITUTE
    • 48. Why Team Projects?
      • Development of “real world” skills
        • Working with others & learning how to resolve conflicts
        • Sharing the workload
        • Synergistic effect
          • More people = more solutions
      • Promotes active learning & teaching
        • Synthesis and evaluation
        • Researching to teach others = deeper knowledge
        • Synergistic effect
          • More solutions = deeper, more complex knowledge
        • Connectedness
    • 49. What Issues Do Teams Have in an Asynchronous Online Course?
      • Team members may be
      • separated geographically or temporally
      • Technology for communication amongst team members is (more) critical (Morris 2005).
    • 50. Group Project Tools Students prefer the discussion boards…
      • Discussion Boards
      • Google Docs
      • Wikis
      • Google Chat
    • 51. What Are the Steps Involved in Team Projects?
      • Choose a team name
      • Create a charter
      • Pick a case study
      • Answer case study questions by discussing the case
      • Submit project as a cohesive whole
      • Briefly reflect on each other’s case studies
    • 52. What is a Charter?
      • Guidelines for how the team will work
        • Communication
        • Role assignment
        • Conflict management
        • Alteration of the charter
      • This sets the rules and the tone for the rest of the group work.
    • 53. The Case Studies
      • The Unfortunate Nurse: A case of Dengue Fever and Social Policy
        • Parasitology, immunology, epidemiology, public policy, and science writing.
      • A Friend in Need
        • Respiration and the transport of blood gasses
      • The Strange Case of Jennifer Strange
        • Fluid homeostasis, osmotic gradients, fluid compartments, urinary system, endocrine system
      • Chemical Eric
        • Endocrine System
      • MDR (multiple drug resistant) Tuberculosis
        • Respiratory system, mechanisms of tuberculosis
      • Keeping up with the Joneses.
        • Circulatory system, blood laboratory values and eating disorders
    • 54. The Peer Review Process
      • Each team has 4 members
      • Each member has 30 points to distribute
      • May not give self any points
      • May not give anyone more than 15 points
      • Do not have to distribute all points
      • If a member receives an average of 7 points, that person will receive a 0 for the team project.
      • Not a popularity contest; should be based on work done.
    • 55. SUCCESS RATES IMPROVED TO 68.7% How’d We Do? Disclaimer: Only one class measured so far Old rates: 34-52% YAY!
    • 56. What Successes?
      • The RSS is a particularly useful exercise
      • … the News and Views was …Definitely interesting though. It helped me learn applicable material.
      • I did not want to do a group project, but it turned out to be the best part of the course.  It is where I learned the most.
      • This has been an interesting project and I felt the 3 of us worked well together.  Each of us brought to the table our strengths and weaknesses and filled in the gaps for each other when needed.
      • FYI - It was a process I was not looking forward to, but it turned out to be not so bad.  It is probably a good idea to incorporate some form of a group thing in other online courses.
      • Shockingly, (as much as I hated doing it), the group project made me feel like I really have a grip on inflammation, swelling and tissue/cell injury. I have been able to use this information quite a bit in nursing school
    • 57. My Favorite Post
      • OK--I hardly know any of you. And after this course many of us will not have much, if any, contact-- but I missed you all today! 
      • All of our required Discussion Boards are done and we really have no reason to keep in touch but it was like I come to class and no one else showed up!  I didn't expect this. And I didn't really realize it was happening but I feel less motivated to work these last assignments--more isolated. Oh-- I will get them done but this must be what it is like in an on-line course with NO "Social Presence" and only yourself to motivate you--the group kept the course going for me--I felt like I had to show up and if I didn't everybody would know--not that I really thought you would mind--but being with a group makes you feel included and therefore responsible--wanting to do your share (even if you think at the time that you can not face one more 'respond to at least..." instruction!)--suddenly there is nothing to do with the group and I realized the value of the group in my learning!  (I came to the BB site today--just to see if I missed a posting or if anyone was hanging out--guess I'm just looking for someone to have coffee with after class)  Anyway thanks this has been a great eye-opening experience and a real lesson in how interactive and vital on-line instruction can be.  I just didn't realize it until it was over!  Best to all of you.
    • 58. Do You Have Feedback?
      • Contact Information
      • Pat Daron
      • [email_address]
      • Bob Loser
      • [email_address]
      • Cindy Miller
      • [email_address]
      • Kim Monti
      • [email_address]
      • Rebecca Wright
      • [email_address]