Tantalizing Talk About Teaching with Technology
By Roz Seymour and Jeanne Sewell
Seymour, R. & Sewell, J. (October, 2007). Editorial: Tantalizing Talk About Teaching with Technology. Online Journal of Nursing Informatics (OJNI), 11, (3) [Online]. Available at http://ojni.org/11_3/roz.htm
Note: Anytime an instructor creates a learning module, teaching/learning theory should drive the design process. Any software used in the design process is simply a tool.
http://www.adobe.com/products/captivate on this site you will find a description of Adobe’s Captivate. They claim that it “enables anyone to rapidly create powerful and engaging simulations, scenario-based training, and robust quizzes….”
worked with Captivate for a couple of hours last week. The learning
curve was very short – I was able to create a short Flash
simulation in about 30 minutes. The software allows for closed
captioning, audio, embedded video. The software allowed me to create
animations and interactive simulations. I was also able to create
graded self-test quizzes with a variety of answer choices – and
feedback for student performance. The “branching”
function allowed the student to be remediated or accelerated
according to performance.
http://www.techsmith.com/camtasia.asp?CMP=KgoogleCStmhome on this page is yet another tool for online teaching. They claim that it will allow you to: “Easily record your screen to create compelling training, demo, and presentation videos … without ever leaving your desk.”
This text from the nurse educator list serve has much to say about elearning. I quote “My full-time job is to create interactive eLearning resources for students. I strongly recommend that people interested in creating interactive eLearning modules do NOT start with a tool such as Captivate or Camtasia - - start with learning objectives and then select the tool that will best assist the learner to meet the objectives. These products really encourage people to create recorded lectures that just deliver content. It is, of course, possible to create good instruction with these products, but without a strong understanding of the three main uses of technology in instruction (content delivery, interaction, and assessment), what usually happens is people develop really snazzy film strips.
Good eLearning MUST be interactive. Students must interact with the material (and remember, clicking isn't interaction; thinking is) - they must engage their minds in some problem-solving, and preferably, they should interact with other people over the material. They should also assess what they've learned.
A good, concise intro to eLeraning is M. David Merrill's Five-Star Instruction: http://id2.usu.edu/5Star/Index.htm . Just reading the description of instruction the 5-star method applies to inspires me to reach beyond tell-and-ask, knowledge-level modules to create modules that require application and synthesis of the content being presented.
Here are a few examples of some interactive modules developed at the University of Michigan School of Nursing:
At 07:52 AM 8/6/2007, Nursing Educators Discussion List wrote: One of my personal goals for this year is to develop high quality interactive elearning resources for students. I have downloaded the trial versions of Captivate and Camtasia. Are any of you creating interactive elearning resources? If so, please contact me using personal email. Perhaps we can collaborate electronically.
I am impressed with the elearning resources that Emily and others at the University of Michigan designed. The Michigan instructional resources are good examples of materials that can be easily incorporated into an elearning module. Electronic learning resources do not have to be long or complex. A few other examples of excellent resources include:
Outbreak at Watersedge http://www.mclph.umn.edu/watersedge/
Assessing Blood Pressure http://220.127.116.11/bp/bp.html
Boolean Operators http://library.nyu.edu:8000/research/tutorials/boolean/tutorial.html
Emergency Preparedness http://webapps.nursing.vanderbilt.edu/incmcelauncher/
Editor: MERLOT Health Sciences Editorial Board
The Georgia Board of Regents is developing a learning object repository. The plan is to have peer reviewed learning resources of excellent quality available to faculty. Two evaluation criteria under consideration for the review process include Learning Object Review Instrument (LORI) and Sharable Content Object Repositories for Education (SCORE). Georgia (http://florida.theorangegrove.org/usg/logon.do) is modeling their repository after the Florida Orangegrove initiative http://www.theorangegrove.org/.
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Case-based Reasoning and Instructional Design: Using Stories to Support Problem Solving
*The online sites were retrieved on September 14, 2007 and at that time they reflected the content cited in this editorial.