cloud-sourced formative assessment resources

This resource was recently posted in Diigo in Education.  David Wees uses this definition to guide contributions to the resource.  “A formative assessment or assignment is a tool teachers use to give feedback to students and/or guide their instruction. “  So far, there are 59 strategies for formative assessment including: 3x summarization,  postcards, mini-whiteboards, chalkboard splash, exit slip, running records and more!  This resource is starting to grow. Why not stop by, peruse the deck and find something new to try in your classroom?   Then,  add a resource or two of your own!

Here is one example of a formative assessment strategy from the resource.

You can find the site here : Formative Assessment Resources Curated by @davidwees

Evaluating student performance in forums with a rubric

We have all heard the term “rubric” tossed around, but may not know what it is. Luckily, it’s simple. A rubric is a scoring tool that helps you articulate assignment criteria to your students. It can be as simple as a checklist or as complex as a matrix with many criteria and standards across a continuum.

Using a rubric in forums can be a great way to make grading and student interaction easier and more meaningful.

The benefits of using a rubric:

  • Both students and faculty are clear on the expectations for meeting the course requirements, which can improve student performance
  • Students who have been evaluated using a rubric are better able to describe what they learned, meaning they are remembering the content!
  • Easier and more efficient for an instructor or TA to grade the work

Some ideas for implementing a rubric in your class forum:

  • Implement a simple rubric first to see if you like it
  • Have students score each other

Contact the Teaching and Learning Center (877-972-5249 or tlc@ohsu.edu) if you would like some more ideas or examples!

References:

Creating and Using Rubrics for Student Assignments. (n.d.). Inquiry Through Blended Learning. Retrieved November 15, 2013, from http://online.wsu.edu/courses/certification/docs/rubrics-for-student-assignments.pdf

OHSU/SON health promotion flash mob

 

Dr. Isabelle Soule was more than a little surprised and impressed when her students in the NRS 210 Health Promotion course, launched a flash mob in the classroom with a skit in response to an extra credit assignment.   After completing their final exam, the students conducted a command performance for SON faculty, staff and students (below).  Thanks to Kathie Forney from the OHSU Teaching and Learning Center for filming the flash mob.

YouTube Preview Image

I hope you enjoy the recording of the Flash Mob Health Promotion project.  This was an excellent way for our cohort to summarize what we learned in Health Promotion, specifically learning to work together for the first time as a cohort.  Using a practical application such as the flash mob, we were able to use the Clinical Judgement Model to promote call light use for fall prevention.  Some of the issues we touched on (Dr. Soule’s Rule of 16*) included:

1.     Stress reduction
2.     Range of motion
3.     Health literacy
4.     Clinical Judgement (noticing, observing, interpreting, reflection etc.)
5.     Music & memory
6.     Fall prevention
7.     Teamwork/collaboration
8.     Self-care
9.     Social support
10.   Community involvement
11.   Health technology
12.   Effective communication (SBAR)
13.   Application of learning (We utilized class lectures, research/literature, group discussions as the basis for our evidence)
14.   DVT prevention
15.   Cognitive development
17.   Coordination/balance
19.   Cultural competence

*Throughout the term, Isabelle encouraged us to use the “rule of 16″ when assessing a situation. Basically you come up with 16 “reasons” why something might be the way it is. For example; let’s say one of our patients is in a really bad mood. We would try to come up with 16 reasons why this might be the case. Such as; they got a ticket on the way to work, they got in an argument with a colleague, they didn’t eat any breakfast etc. This kind of thinking helps us to think outside the box and resist passing judgement. In the instance of the flash mob, we incorporated the rule of 16 because we found it to be a valuable tool.

Dr. Soule’s intention behind the “rule of 16” exercise is to help develop intellectual, behavioral, and attitudinal flexibility so students can more effectively work across dimensions of difference in client and populations groups.

As a result of this Flash Mob project, we were able to create a fun and meaningful collaboration that solidified our learning in health promotion.  We intend to expand on this concept and would like to include the ACC BACC cohort to produce a health care/nursing promotion Flash Mob in a public venue such as a shopping mall. If you would like more information regarding this… or even better, if you have any suggestions for us, we would love to hear from you!   Thank you again for your support in our educational and health promotion endeavors!

Sincerely,
OCNE “FLASH BACCS” 2016

OHSU School of Nursing Faculty and Students Present Innovative Practice at the Teaching, Learning and Technology Symposium

 

The Oregon Academic technology Society (OAtS), in partnership with OHSU hosted the “Teachers Without Borders: Navigating Digital Pedagogy” conference at the OHSU School of Nursing building on Friday, Oct. 18th.  174 K-20 teachers, faculty, administrators and students discussed the complexity of teaching and learning in digital contexts.   28 OHSU faculty attended the event, which featured keynote speaker Alec Couros.  His opening address “Identity, Networks and Connected Learning” covered a wide range of opportunities for faculty and students to engage in the digital community through collaborative learning projects and to draw on the expertise of the global community.  You can read about Alec’s work on his blog: “Open Thinking: Rants and Resources from an Open Educator.”    You can also access the slides from his keynote presentation here.

Three OHSU School of Nursing facultypresented during the concurrent sessions.   These sessions were well attended and well received by the diverse audience at the conference.  Dr. Linda Felver (left), presented with students Tara Beatty and Heather Lapides.   This session “Online Art Galleries to Promote Deep Learning” examined how online art galleries where students generate “Questions for Thought” and submit original digital work, enables students to learn at a deep level.    The session featured examples from the Art Galleries, including digital media created by Tara and Heather, submitted as part of their Pharmacology course.   Heather Lapides provides the student  perspective on the Online Art Galleries, (above right).

Rhonda VanderSluis and student Elizabeth Franke (below) demonstrated strategies for “Flipped Classrooms in the Nursing Context.”    Participants  in this session examined and participated in the online discussion forums, “tickets to class” and active learning strategies that comprise this innovative teaching practice.


School of Nursing faculty Isabelle Soule (below) presented with Kathie Forney, an instructional designer with the OHSU Teaching and Learning Center.  Their session “Unfolding Case Studies” presented a methodology for planning and building interactive case studies to provide examples of health care situations and to give students an opportunity to identify, assess, and respond to client and nursing concerns in a variety of situations.    Note:  Kathie uses Articulate Storyline to build the interactive case studies which are presented to students through Sakai, the OHSU learning management system.

This was the first year for OHSU to host the OAtS conference.   Due to the increasing interest and demand for quality professional development opportunities in this area, we hope to grow the event for next year.   Below is a comment from the online conference evaluation survey.

I am new nursing faculty from rural Eastern Oregon. This day was transformational for me. The presenters whose sessions I attended are leaders in their fields, and it was so exciting to hear them think out loud about how they were innovating in their teaching methodologies. Some of them also brought students with them who described what it was like to learn with the new methods. I was able to speak with these educators and students as well, and I made connections that will continue to pay off in such a big way. The whole thing was fabulous.  Thank you!!

Photos by Christi Richardson, School of Nursing Web and Communications Specialist

“It’s not the technology; it’s the teachers.”

On Friday, October 18th,  OHSU hosted the Oregon Academic technology Society (OAtS) conference.   This year’s Teaching, Learning and Technology Symposium explored “Teachers Without Borders: Navigating Digital Pedagogy.”    One of the concurrent sessions featured a Virtual Student Panel facilitated by teachers and students from the Bread Loaf Teacher Network.   Renee Moore, an English Instructor from the Mississippi Delta Community College posted this article on her blog hosted by the Center for Teaching Quality.

Bring Out the Artist in You! Working with a Drawing Tablet

Have you ever had difficulty explaining something through a lecture or a PowerPoint presentation? Ever wish you had a way to demonstrate something graphically at a distance beyond referring to pictures or diagrams?  Then using a drawing tablet just might be for you!

Drawing tablets can be used to write, to sketch, or to annotate just as you might in using a pen and paper.  In the case of writing tablets, however, what you draw will be digitized and will appear on your computer screen.  You can use a screen-capture program, such as Camtasia Relay, in tandem with the drawing tablet to record your drawing along with your narration of your drawing.  The final product will be a web-based tutorial that you can distribute to students and colleagues.  Here’s an example (click the image to view):

Created by Martha Driessnack, PhD, PNP-BC, Associate Professor, School of Nursing

If this type of demonstration looks familiar, it may be because of the popular Khan Academy videos, which founder Salman Khan originally created to tutor his younger cousin.  The general consensus is that these videos are simple and easy to follow, even when explaining complex subjects.

So, what do you need to make this happen?  You need a drawing tablet itself, a drawing application such as SmoothDraw, and a way to capture your work (i.e. Camtasia Relay).  The Teaching & Learning Center has these tools available for training purposes.  If this sounds like something you would like to try, please email or call the Sakai Help Desk (sakai@ohsu.edu or 877-972-5249) and we’d be happy to consult with you.

OHSU School of Nursing Faculty Participate in the “Online Teaching and Learning” Mini-Course

This summer OHSU School of Nursing faculty participated in an online professional development course.  The “Online Teaching and Learning” course was designed for faculty who teach online.   This mini-course employed a practical, hands-on approach to demonstrate both synchronous and asynchronous tools and techniques for effective online teaching and learning.  The course provided participants with the opportunity to apply theories and techniques learned, to collaborate with colleagues to develop a reusable learning object suitable for online teaching.  The eight-week course was offered through Sakai, the OHSU learning management system with one “live” synchronous three hour session as the culminating event.  The course was taught by Kathi Lasater, Portland, graduate/undergraduate faculty and Scott Christian, Director of Education Services, School of Nursing. The course was a collaborative effort with the OHSU Teaching and Learning Center.   Instructional designers provided support throughout the project development process.

A screen shot of the Adobe Connect recording of the mini-course “live” session.
(Thanks to Corey MacMillan and Shauna Hoffman for technical support.)

This is the second offering of the course, and there was a very lively and energetic group participating from all of the OHSU SON campuses.   In addition to reading professional articles and research related to teaching and learning online, each faculty proposed and developed a project relevant to their teaching assignment.   Below is a very brief overview of the projects that are either completed, or in-progress.

SON Faculty
 Campus/Program Project Focus Technology Integration
Julianna Cartwright Virtual/RNBS “Difficult Conversations in High Stakes Situations”  Remote students conduct virtual conversations. Virtual Meetings (aka Big Blue Button) a web-conferencing tool in Sakai
Joan Smith Ashland/Undergrad. Senior students in NRS 425 Leadership in Nursing, conduct virtual interviews. Camtasia Relay
Seiko Izumi Portland/Undergrad., Grad., MNE “Designing Qualitative Inquiry” recorded lecture Camtasia Relay
Sarah Wickenhagen Portland/Grad., FNP  NRS 700: Concepts for Comprehensive Care) Student presentations online Jing (video recording tool)
Stella Heryford Monmouth/Undergrad. Pre-eclampsia/eclampsia, Case Study Survey Camtasia, Sakai quizzes and tests tool
Pam Avilla Portland/Grad., FNP Digital diagnosis of virtual patients Demonstration video can be found here.
Linda Veltri Ashland/Undergrad. Engaging Online Discussions in NRS 412 Leadership and Outcomes Management Sakai Discussion Forums tool
Lyn Sheperd Ashland/Undergrad. Group-based Wikis for Case Study analysis Wikispaces in Sakai
Marti Driessnack Portland/Grad. ,FNP NURS 582 Management of the Newborn, students produced digital presentations Prezi,  presentation tool
Karmin Maher-Hasse La Grande/Undergrad. Secure Online Test for undergrad. students on campus. Sakai quizzes and tests tool
Teri Copley Ashland/Undergrad. Flipping the pathophysiology classroom Voice over Powerpoint
Deidre Goldberg Ashland/Undergrad. “How to Perform a Skin Biopsy”  recorded lecture Camtasia, Powerpoint
Nick Miehl Monmouth/Undergrad. Collaborative e-portfolios In-progress, exploring tools
Cindy Perry Portland/Grad., FNP Virtual Community for FNP students Sakai
Renee Menkens Virtual/RNBS Teaching presence in online discussion forums (research project) Sakai discussion forums

MNE:  master’s of nursing education

FNP:   family nurse practitioner

RNBS: baccalaureate completion program for registered nurses

 

 

 

Let’s Get Real! OHSU School of Nursing Students Share Population-based Projects

Students in the Accelerated Baccalaureate program at the OHSU School of Nursing this summer conducted population-based projects.  The purpose of this “real world” activity is to apply their knowledge of population-based analytic assessment skills and to apply their knowledge of communities as clients.  In collaboration with community members in their clinical groups, students prioritized the community health needs and identified and implemented interventions related to the health of the communities within the population of focus.   For the culminating activity, students presented their work to the OHSU community through an exhibition of displays featuring their work at the School of Nursing building this week.

Gillian Meyers, Launa Rae Mathews (Clinical Coordinator) and Jeremy Goodwin in front of their display on “Healthy Cooking for One.”

Anna Keene-Winsor and Kelsey Mattsen display their work on “Terminal Illness and Anxiety.”

These projects embody the OHSU School of Nursing mission: To provide leadership in nursing and health care through thoughtful innovation in healing, teaching and discovery.   Students in Population-based Nursing are not only learning about the skills and knowledge necessary to become a nurse, they are applying their learning in “real world” contexts.  

The Population-based Nursing course is a collaborative effort.   The instructional team for the summer term includes; Kathie Lasater, Course Coordinator, EdD, RN, ANEF; Launa Rae Mathews, Clinical Coordinator, MS, RN, COHN-S; Ann Beckett, PhD, RN,  Jane Hagan, MN, RN;  Teral Gerlt, MS, RN, WHCNP-E;  Anne Heenan, DNP-PHN, FNP-C  and Mary Clark, MPH, RN.

 

 

 

 

 

 

Can’t Stand PowerPoint? . . . Reconsider

I know a lot of people can’t stand PowerPoint. Hey, I agree. You don’t have to convince me. But here’s the thing – most users underutilize its features. That’s right. While most PowerPoint users can add text, images, and video, many are unaware that that they can also edit graphics, and create illustrations, videos and online training. Sound interesting? Well, keep reading.

Tom Kuhlmann, a PowerPoint super user and author of the blog Rapid E-Learning, offers these insights.

  1. PowerPoint is a blank screen. For some users this maybe a horrifying thought. But for others it’s an opportunity to exercise some creativity. Hey, even George Bush has taken up painting, so don’t let a blank screen frighten you.
  2. You can edit your own graphics and illustrations. That’s right! You can modify and enhance your graphics so you aren’t stuck with the same old boring images everyone else is using.
  3. You can create your own videos. If you are using PowerPoint 2007 or older, it’s time to consider an upgrade and here’s why: Microsoft introduced the ability to create videos using PowerPoint in 2010. Older versions of PowerPoint don’t have this feature.
  4. You can create online training modules. Really? Yep. So if you’re new to producing eLearning then PowerPoint is a great place to start. For more advance training challenges, Storyline (by Articulate) is a better choice.
  5. PowerPoint can also be used to produce print and eBooks for mobile eLearning. Who knew!

So take a moment to reconsider how you can enliven up your next PowerPoint presentation using video and custom graphics. If you are interested in learning more about the any of these techniques, please contact the Teaching and Learning Center. We’d be glad to assist you.

Online education, is there a choice between cost and quality?

With the advent of MOOCs, and other low-cost opportunities for online education, there has been ongoing debate about the tension between costs and quality.   OHSU, like many universities is working hard to provide a quality, rigorous academic experience to students on campus,  through hybrid courses and through online courses.   In this article Reihan Salam makes the argument that costs impact quality in online courses.  “One way of thinking about higher education, and education more broadly, is that once you get past the students who are the most prepared and most eager to learn, you have to apply increasing amounts of both help and hassle. That is, you need to offer personal attention and tutoring as well as discipline and structure, all of which are labor-intensive in the extreme.”  Well said!

Online education can be good or cheap, but not both.