This document summarizes a presentation about piloting blended synchronous seminars in an online nursing program. It discusses moving some program components from fully online to incorporating weekly virtual seminars using videoconferencing software. Student Nour shares their experience finding the online discussions isolating and how the blended seminars fostered meaningful discussions and peer support. Faculty member Laurel discusses adapting to support engaged learning and building understanding. Feedback found the seminars facilitated clarifying uncertainties, richer discussions, and preparation for clinical placements. Next steps include continuing the approach and gathering additional student input.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Activities using e-Tools and Classroom Observation - Projectsslideshowproject
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
2007 AACTE presentation -
Networking and Learning Among New Teachers
10:30–11:45 a.m., Concourse B, Concourse Level
Electronically Networking to Develop Accomplished Professional Teachers (ENDAPT)
Christopher Ryan Gareis and Sheryl Nussbaum-Beach, College of William and Mary
http://www.aacte.org/Events/07amprogram.pdf
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
Activities using e-Tools and Classroom Observation - Projectsslideshowproject
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
2007 AACTE presentation -
Networking and Learning Among New Teachers
10:30–11:45 a.m., Concourse B, Concourse Level
Electronically Networking to Develop Accomplished Professional Teachers (ENDAPT)
Christopher Ryan Gareis and Sheryl Nussbaum-Beach, College of William and Mary
http://www.aacte.org/Events/07amprogram.pdf
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
This paper presents the outcomes of research aiming at implementing some concepts of blended learning in different Brazilian school contexts. Although different definitions for blended learning can be found in the literature, all of them generally share the convergence of two learning models: the face-to-face model, in which the process takes place in the classroom, as it has been done for some time, and the online model, which uses digital technologies to promote education. The main focus of blended learning is that teachers and students teach and learn at different times and places. Thus, we can consider that both learning environments, that is to say, the traditional classroom and the virtual learning environment are gradually becoming complementary. This is most probably because, in addition to using various digital technologies, the individual interacts with the group at different times and places, intensifying the exchange of experiences
When Student Confidence Clicks - Engaging in a Dialogue with the StudentsFabio R. Arico'
This video illustrates how to interface teaching, SRS, and the VLE to engage in a two-way dialogue with the students. We highlight how to complement blended-learning and blended-surveying.
https://sites.google.com/site/fabioarico
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Meet Me at the Table: The lived experience of weekly virtual seminars in a blended nursing program
1. Title: Meet Me at the Table: the lived experience of
weekly virtual seminars in a blended nursing program
Presenters:
Nour Abdalla, KPU Student, BSN-PB;
Laurel Tien, KPU Faculty, BSN-PB
2. Outline of Presentation
● What is nursing?
● BSN-PB program
● Engaging/dynamic learning
● Piloting moving online praxis to blended synchronous
seminars
● Stories of participants
● Pulling in theory
● Next steps
3. Tell us a story...
Take a moment to reflect on a time where you did not know
something and then all of a sudden 'got it'.
In your mind, describe this in as much detail as you can.
Who was there? What mindset were you in? Did this
moment grow in the shadows or jump out at you?
We will discuss common themes together.
4. Quick Facts
27 month Program
Approved by the provincial body, College of Registered
Nurses of BC (CRNBC)
In the process of being accredited by Canadian
Association of Schools of Nursing (CASN)
Eligible to write the licensing exam from Canadian
Nurses Association (CNA) called the NCLEX
5. Nursing as a Career Choice
What is nursing?
What do nurses do?
Who do nurses work with?
How do nurses learn to be nurses? What do
they need to know?
9. How do I become a nurse?
Individuals who decide to pursue a career as a registered nurse need to meet
certain formal requirements for registration, including:
• successful completion of a recognized registered nurse education program;
• passing the NCLEX registration exam;
• demonstrating that they possess the good character expected of a registered
nurse;
• fitness to engage in the practice of nursing; and
• consent to a criminal record check.
Definitely Undergraduate
10. Planning the Technological Landscape
Shaping Curriculum based on Relational Engagement,
Critical Inquiry, Health Promotion
Nursing & Faculty Mentors, Faculty Development
KPU BSN-PB Program Launched in Fall 2012
1
2
3
11. Prepares students with a previous degree in 27 months
All other courses are taken online
Includes two Residencies and two Capstone Practice courses
Strong use of high fidelity simulation labs to reinforce practice
Other practice courses include Primary Health Care, Families
Content is enhanced with interactive & creative technologies
Overview of the BSN-PB Program
Methods of Blended Delivery
12. Moodle iPads
eTexts
Mahara ePortfolios – Collection of
Learning Artifacts
Creativity, Interactivity,
Multimedia, Reflection
Digital texts and resources
Technological Landscape
Multi-layered approach for enhanced engagement
24. iPads and Apps
Apps are used to:
• Augment and enrich content
• Support creativity
• Facilitate interaction
• Personalize learninghttp://itunes.com
25. Apps for Visual Conceptualization
• Multisensory
learning
• Aesthetics
• Interactivity
• Creativity
• Experiential
learning.
By Beejay Digno
27. Practice & Residencies
•Sem 6
Global Health
•Sem 7 Capstone
Practice Course
•Sem 5
Community
Health
•Sem 1 Includes
two week long
Residency &
Labs
Sem 1
Personal
Sem 2
Chronic
Sem 4 Family
Sem 3 Mental
Health,
Medicine,
Surgery
FAMILY
VISITS
COMMUNITY
AGENCY VISITS
31. Tell us a story...
Let’s review some of our themes of learning moments that
rocked our world...
32. Maximizing engaged and dynamic learning in a
blended environment
Best practice in blended learning
● combines the best of both worlds of online and classroom
instruction through curricular design that selects the best
teaching strategy to accomplish the intended student learning
outcomes
Best practice in engaged and dynamic learning
● All knowledge is situated in human presence; ‘Real learning
does not happen until students are brought into relationship’
(Palmer, P, 1978)
● Social interactions are at the heart of the learning process
(Rovai, 2002; Sung & Mayer, 2012)
33. Maximizing engaged and dynamic learning in a
blended environment
Nour’s Story
● Came into the program with a passion for nursing, curiosity
to learn and seeking the flexibility of self-directed learning
● Background in Geology - hands-on, interdisciplinary learning
● First two weeks in residency: building fundamental nursing
skills, practicing in simulation labs
● The online experience: creative, flexible, but also isolating
● Quickly identified a need for more interactive discussion,
which was echoed by the entire cohort
34. Maximizing engaged and dynamic learning in a
blended environment
Nour’s Story
● In a self-regulatory profession, it makes sense to be self-
directed in our learning
○ But still overwhelmed by the amount of information
● The question then became: What can we do to consolidate
the information we are learning and solidify its
importance for nursing practice?
● And thus the conversation started with Laurel...
35. Maximizing engaged and dynamic learning in a
blended environment
Laurel’s Story
● Came to SDGI with moral distress and a niggling question about student
engagement. Small group of students each semester having challenges
getting traction. As a faculty group we tried several ways to support
● My emerging inquiry began with ” How can I support engaged, learner-
centred, asynchronous/a-place and intrinsically-motivated teaching and
learning?
● Started with synchronous patho/nursing apps seminars in sem 1
● Meeting with Nour...a gift in my search for synthesis...
● Praxis in nursing
● Integral Education and Spiral Dynamics as useful frameworks; ...‘transcend
and include’
36. Piloting moving from online to
blended praxis seminars
Originally done online/asynchronous; three components
● Reflective journal
● Narrative Forum with VoiceThread
● Monthly Check-Ins
Blended Format
● Weekly 1.5 hour seminars; combination of f2f and online via
BlueJeans (students chose the format that worked for them)
● Question of the Week
● Discussion of Book Chapter
● Monthly Check in
● Each group chose how they would organize themselves
37. Piloting moving from online to
blended praxis seminars
Nour’s story
● Emerging group dynamics and real-time learning
● Wide variety of experiences and backgrounds
● Learning from each other’s perspectives
● Clear shift from “just another assignment” to exploring current
issues, case studies, and clinical practice scenarios
● Constant reflection on what it means to be a nurse and how
we can improve our practice
● Peers became an invaluable source of support
● Online discussions became much more meaningful
38. Piloting moving from online to
blended praxis seminars
How blended praxis helped in clinical placements
● Able to jump into clinical practice from the first day
● Conscious of how I fit on the unit, and of my role as a nursing student
● Comfortable navigating independent work and engaging in team
discussions
● Critical reflection came naturally - constant evaluation of nursing
practice on the unit and make it better
● Always asking “what can I do better?” and “How can I help my client
with their priorities?”
● Comfortable with Health Authority online modules
● Creative problem solving
● Debriefing, sharing the experience, and learning from other students -
meaningful discussion
39. Piloting moving from online to
blended praxis seminars
Laurel’s story
● Everyone signed up/chose this option!
● What does it mean to come to the table
● Rebuilding trust
● Adapting to loss of teaching partner
● Tell me what your table looks like. Common understandings. Ideas. Beliefs.
Structure, grading and expectations
● Let's step into the pool and see what is there...lets swim together....embracing
uncertainty and ambiguity....
● Inviting others into the metadialogue; Nour, other Faculty in FOH, SDGI faculty
● Leaving things to breathe versus competency- and grade-based
● Building of conversational reality...we each come to the table in our own way...we
come to know our own reality through our own experience
● Role of Faculty as Mentor in the inquiry process
● I write to understand. Creating the space for this reflection.When I write and reflect,
I am always amazed at what arises…
40. Piloting moving from online to
blended praxis seminars
Feedback from students--overall themes
● Seeing a situation from a different viewpoint---able to expand critical thinking and grow in
perspective
● Collaborating through conversation, keeps us connected
● Motivating and inspiring
● ‘Aha’ moments happen with regularity
● Asking questions of instructor and getting answers right away
● More real discussion and less ‘make work’ assignments
● Clarifying uncertainties with regards to the school work
● Allowed for rich and meaningful discussions that were more dimensional and engaging in
comparison to online activities
● Listening to others opens up your thoughts more
Challenges
● Marking has no clear rubric--it is all subjective
● Unknowns at first in how the seminars would run
● BlueJeans does not always work
● Getting through everyone’s questions in the time allotted
● Have monthly in person sessions
41. Piloting moving from online to
blended praxis seminars
Feedback from second faculty member
● Enjoyed this experience--opportunity to interact on a different level
● Up front answers to questions
● Question of the week format worked well to get students engaged
● 8 ideal size of group
● Helpful to have a student-facilitator for each meeting
● Time was too short, need a break in between groups
● Still have reflective journal a few times a semester--gets at different
knowing
● Rubric needed--Blooms taxonomy helpful
● Seminar overload at end of semester
42. Quote from a student...
“I would like to continue these seminars in semester 4. Because
human contact--even over a screen, builds a sense of community
and connection that is lost in a purely textual environment. Its fluid,
its fast, its connecting; we need to touch base with others at least
once a week because it lets us know exactly what is going on. Not
just for ourselves, but peers too, with each week of assignments.
For some of us, this program is our only social outlet, we may
develop cabin fever without it.”
43. Next steps...
Offer in sem 1 and 4 in Fall 2016
● combination of seminars and three journals?
● Tighten up rubric in collaboration with students
● Consider how to adapt these to sem 1 students
● Laurel engaging with regular BSN program to pull some of these ideas
into the praxis seminars in that program
Ideas for seminars (from students):
● Discussing case scenarios and working through the problems presented
as a group.
● Discussing situations where we struggled in clinicals - what happened,
how we reacted, what we could’ve done better, what we learnt and why is
it important
45. Reference
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International Review Of Research In Open And Distributed Learning, 17(3). doi:http://dx.doi.org/10.19173/irrodl.v17i3.
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recommendations from the field. Vienna, VA: iNACOL. Retrieved fromhttp://www.inacol.org/resource/lessons-learned-
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Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online
and classroom components. Journal of Information Technology Education: Research, 13, 121-140. Retrieved from http:
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Constructivist Foundations 4(3): 138–150. Available at http://constructivist.info/4/3/138
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher's life.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived
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