Bauman & Simkins WI TECNE 2011

1,032 views

Published on

This Interface Design Analysis of Online Nursing Courses reports on the findings of five online nursing courses offered through the University of Wisconsin System that were developed as part of the WI TECNE Grant. The presentation was given as part of the WI TECNE - Year Five Conference: eLearning in Nursing on the University of Wisconsin - Green Bay Campus on April 8, 2011.

Published in: Education, Spiritual
  • Be the first to comment

  • Be the first to like this

Bauman & Simkins WI TECNE 2011

  1. 1. WI  TECNE  -­‐  Year  Five  Conference   eLeaning  in  Nursing  Interface  Design  Analysis  of   Online  Nursing  Courses     Eric  B.  Bauman,  PhD,  RN   David  W.  Simkins,  MS   ©Bauman  &  Simkins  2011   All  Rights  Reserved   .  .  .  .  .  .  .  .  .  .  .              
  2. 2. Disclosures/Conflict  of  Interest  &    Professional  AffiliaQons  Eric  B.  Bauman,  RN,  PhD        Managing  Member  –  Clinical  Playground,  LLC    Society  for  SimulaQon  in  Healthcare  (SSH)    InternaQonal  Nursing  Assoc.  for  Clinical  Learning  and  SimulaQon  (INACSL)    Games+Learning+Society  David  W.  Simkins,  MS    David  W.  Simkins,  LLC      Games+Learning+Society    Doctoral  Candidate  University  of  Wisconsin  –  Madison,    School  of  EducaQon   .  .  .  .  .  .  .  .  .  .  .              
  3. 3. eLearning  Course  Assessment  
  4. 4. FuncQonal  DefiniQons  •  Coherence  Validity:  refers  to  whether  or  not   the  evaluaQon  of  student  performance   appears  to  be  based  on  informaQon  presented   in  the  online  course.    In  other  words  does  it   appear  that  student  evaluaQon  flows  from   mastery  of  course  content.  
  5. 5. FuncQonal  DefiniQons  •  Flow:  Represents  the  intuiQve  or  logical  nature   of  the  transiQon  of  one  topic  to  another  topic.  
  6. 6. FuncQonal  DefiniQons  •  Designed  for  online  Medium:  Good/Poor   Design  for  online  medium  –  versus  inherent   challenges  of  distance  educaQon.  
  7. 7. Coherence  and  Consistency  •  In  general  there  is  an  increased  expectaQon   for  coherence  and  consistency  for  online   courses,  parQcularly  in  those  instances  that   have  been  or  are  a`empQng  to  be  organized   to  represent  a  “brand”.  
  8. 8. Coherence  and  Consistency  •  The  courses  evaluated  are  “templated”  within   D2L  in  terms  of  the  tools  offered  by  the   soeware.  This  is  parQcularly  true  in  the  first   two  secQons  of  each  course  and  in  how   courses  are  laid  out  in  the  lee  hand  navigaQon   tool    
  9. 9. Coherence  and  Consistency  •  The  courses  however  look  and  feel  very   different  from  each  other.    There  appears  to   be  a  lack  of  internal  consistency  across  the   cadre  of  courses  represenQng  the  system   “brand”.   h`p://www.squidoo.com/puppies-­‐ki`ens-­‐thinking  
  10. 10. Coherence  and  Consistency  
  11. 11. Coherence  and  Consistency  •  Each  course  has  good  Coherence  Validity   within  individual  courses.      However,  this  was   not  consistent  across  the  cadre  of  courses.  
  12. 12. Content  Management    •  Access  to  course  content  is  not  consistent  and   at  Qmes  very  challenging  across  courses.  A   common  access  point  and  locaQon  for  all  e-­‐ materials  would  be  helpful  
  13. 13. Content  Management    •  Each  course  did  a  good  job  of  sehng  in-­‐course   expectaQons,  but  expectaQons  for  courses   were  not  consistent  across  the  cadre  of   courses  or  the  system  “brand”.  
  14. 14. Content  Management    •  The  high  level  structure  of  the  courses   introduces  the  student  to  each  course  in  a   consistent  manner  (lee  hand  navigaQon).    
  15. 15. Content  Management    •  The  first  two  secQons  of  the  courses  serve  as   reference  guides  on  how  to  use  D2L.    It  is   helpful  that  the  first  two  secQons  remain   constant  throughout  the  courses.  It  might  be   helpful  to  include  a  statement  for  learners   poinQng  out  that  these  secQons  remain   constant  throughout  the  courses.  
  16. 16. Engagement  •  From  individual  learner  perspecQve  it  was   easy  to  engage  the  course.  
  17. 17. Engagement  •  There  were  required  group  acQviQes.   However,  in  general  the  group  acQviQes  ask   students  to  engage  in  a  group  discussion,  but   do  not  ask  them  to  collaborate  in  a  way  that   works  towards  consensus.   h`p://www.ntrf.org/arQcles/arQcle_detail.php?PRKey=13  
  18. 18. Engagement  •  InteracQon  with  assignments  should  always  be   translaQonal.  In  other  words  assignments   today  should  inform  future  pracQce.   Assignments  should  help  learner  understand   the  path  to  mastery.   h`p://evilspeculator.com/?p=7196  
  19. 19. Engagement  •  Group  acQviQes  in  general  did  not  drive   professional  acculturaQon   h`p://www.icims.com/blog/category/Employee-­‐Referral-­‐Programs.aspx  
  20. 20. Curriculum  •  There  is  an  inherent  challenge  to  a`ending  to   academic  freedom  (individual  Professors  and   Campuses)  while  also  recognizing  that  these   courses  represent  a  UW  System  Brand.  
  21. 21. Curriculum  •  The  most  successful  courses  outlined   objecQves  clearly  and  concisely.  The  best   examples  outlined  objecQves  in  the  syllabus   secQon  and  again  for  each  secQon/lesson.  
  22. 22. Curriculum  •  All  of  the  five  courses  reviewed  are  currently   3-­‐credit  courses.  However,  workload  across   courses  seemed  inconsistent.       www.mindgenious.com
  23. 23. Curriculum  •  Content  for  courses  did  not  always  seem  to   leverage  advantages  of  online  learning   environments.   New  World  Clinic  &  Virtual  Heroes  
  24. 24. Curriculum  •  It  would  helpful  for  learners  if  the  method  of   grading  was  consistent  across  all  courses.    In   cases  where  this  is  not  possible  a  be`er   explanaQon  of  the  grading  procedures  would   be  helpful.  
  25. 25. Overall…  •  Overall  the  courses  were  found  to  be  well   produced  when  evaluated  individually,  but   there  were  opportuniQes  for  improvement  in   areas  such  as  consistent  branding,  consistent   workload  expectaQons  across  the  courses,  and   universal  access  to  course  materials.    
  26. 26. References  Bauman,  E.  (2007).  High  fidelity  simulaQon  in  healthcare.  Ph.D.  dissertaQon,  The  University  of  Wisconsin  –  Madison,  United  States.   DissertaQons  &  Theses  @  CIC  InsQtuQons  database.  (PublicaQon  no.  AAT  3294196  ISBN:  9780549383109  ProQuest  document  ID:   1453230861)  Bauman,  E.  (2010).  Virtual  reality  and  game-­‐based  clinical  educaQon.  In  Gaberson,  K.B.,  &  Oermann,  M.H.  (Eds)  Clinical  teaching  strategies  in   nursing  educa0on  (3rd  ed).New  York,  Springer  Publishing  Company.  Benner,  P.  (1984).  From  novice  to  expert:  Excellence  and  power  in  clinical  nursing      prac0ce.  Menlo  Park,  CA:  Addison-­‐Wesley.    Benner,  P.,  Tanner,  C.,  Chesla,  C.  (2009).  Exper0se  in  Nursing:  Caring,  clinical  judgment,  and  ethics.  New  York:  Springer  Publishing  Company.  Games,  I.  and  Bauman,  E.  (2011).  Virtual  worlds:  An  environment  for  cultural  sensiQvity  educaQon  in  the  health  sciences.    Interna0onal   Journal  of  Web  Based  Communi0es  7(2),  187-­‐205  Gee,  J.P.  (2003).  What  videogames  have  to  teach  us  about  learning  and  literacy.  New  York,  NY:  Palgrave-­‐McMillan.  Khan,  B.  (2005).  Managing  e-­‐learning  strategies.  Hershey,  PA:  InformaQon  Science  Publishing.  Kolb,  D.  (1984).  ExperienQal  learning:  Experience  as  the  source  of  learning  and  development.    Upper  Saddle  River,  NJ:  PrenQce  Hall.  Merriam,  S.  B.,  &  Caffarella,  R.  S.  (2007).  Learning  in  adulthood:  A  compressive  guide  (2nd  ed.).  San  Francisco:  Jossey-­‐Bass.  Schön,  D.  A.  (1983).  The  reflec0ve  prac00oner:  How  professionals  think  in  ac0on.  New  York:    Basic  Books.  Squire,  K.  (2006).    From  content  to  context:  Videogames  as  designed  experience.    Educa0onal  Researcher.    35(8),  19-­‐29.  Vygotsky,  L.  (1978).  Mind  in  society.  Cambridge,  MA:  Harvard  University  Press.  
  27. 27. Contact  InformaQon   Eric  B.  Bauman,  PhD,  RN   ebauman@clinicalplayground.com   David  W.  Simkins,  MS   dwsimkins@gmail.com  R.  Kyle  

×