Eileen O’Shea, DNP, RN Mary Murphy, APRN Mary Kleps

ENGAGING STUDENTS IN VIRTUAL CLASSROOM SPACES: USING BLACKBOARD COLLABORATEFOR TEACHING & LEARNING

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Please take 5 minutes to complete the following survey!

PRETEST SURVEY

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Define the nontraditional learnerApply Moore’s Transactional Distance

TheoryEnhance faculty awareness of

interactive technology in meeting unique needs of the nontraditional student

Experience how Blackboard Collaborate allows for real time communication between faculty and student and student-to-student.

OBJECTIVES

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Participants will demonstrate a change in perceptions as evidenced by difference in pre and post survey, related to potential Collaborate use within their future course work.

EXPECTED OUTCOMES FOR SESSION PARTICIPANTS:

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National Center for Education Statistics: 73% of all undergraduates

Content-laden lectures with new concepts and vocabulary delivered in few sessions

High value to students Innovation – technology, virtual

classroom, & archive of screencast

NEEDS OF THE NONTRADITIONAL STUDENT

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MOORE’S TRANSACTIONAL DISTANCE THEORY

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FOSTERING STUDENT COLLABORATION

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Plan & deliver complex conceptsReview high value information to learn, absorb, & retain information

All information directly from instructorLearner hears the concept more than

onceShortly after lectureFew days before an examEnglish as second language (ESL)

VIDEO CAPTURE & ARCHIVE

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Qualitative Results from Nontraditional Student Focus Group

“This was the first time using something like collaborate. Real-time video/audio was very nice.”

“I found collaborate to be very helpful with my learning. I was able to concentrate more and found that people didn’t go off tangent.”

“Collaborate was great for people that have a long commute to Fairfield. Use more collaborate.”

STUDENT LEARNING OUTCOMES

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Let’s simulate an interactive Collaborate teacher/student session!

IN CLASS SESSION USING COLLABORATE

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Objectives:

By the end of this lesson, learners will be able to:State 1 myth of communication State 1 phrase to avoid when responding to a

sensitive conversation related to end-of-life issues in the pediatric setting.

COMMUNICATION IN PEDIATRIC PALLIATIVE CARE:

PREPARING FOR SENSITIVE CONVERSATIONS

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① Communication is deliberate process② Words mean the same to both the speaker and

listener③ Nonverbal communication is the primary method of

communication

POLLING

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VerbalNonverbalWrittenPlay

METHODS OF COMMUNICATION

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CHAT ROOM: TEXT RESPONSEWHAT DOES THIS IMAGE MEAN TO

YOU?

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Encourage ConversationDon’t anticipate what may be said; LISTEN

ATTENTIVELYAchieved by:

Gestures/Body Language: Nodding, leaning forward, eye contact, sitting being with the patient

Comments like: “Tell me more” Open ended questions: “What does this mean to you?” Reflection: “If I understand what you are saying, you are

feeling…”

INTERPERSONAL SKILLS FOR GOOD COMMUNICATION

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INTERPERSONAL SKILLS FOR GOOD COMMUNICATION

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COMMUNICATION GUIDELINES: DIFFICULT CONVERSATIONS

Helpful phrases

Phrases to avoid

LANGUAGE E L N E C , 2 0 1 2

Helpful

May I just sit here with you?

Is there anyone I can call for you?

How can I be of help? Would you like me to

talk with your other family members, or be there with you when you talk with them?

AvoidYou have other

children to think about.

I know how you feel.

This will make you a better/stronger person.

It was a blessing…

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Never say:“There is nothing more we can do.”

Leads to loss of hope Feelings of abandonment

Instead say:“We can’t cure your child, but we can provide care to make them as comfortable as possible until death.” Provides definitive treatment plan/goal Gives hope for quality of life/limited suffering

ELNEC, 2012

COMMUNICATING WITH PATIENT/FAMILY

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WHITE BOARD EXPRESSIONS

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Elisabeth Kubler-Ross:“I say to people who care for people who are dying, if you really love that person and want to help them, be with them when their end comes close. Sit with them – you don’t even have to talk. You don’t have to do anything but really be there with them.”

END SESSION

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• Browsers• Collaborate Launcher

• Plug-ins• Java

• Student Accessibility• Mics and Speakers

FACULTY CHALLENGES/LEARNING

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Be Proactive!

FACULTY CHALLENGES/LEARNING

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Prior Planning Prevents Poor Performance!

• Practice, Practice, Practice!• Use a script• Preload content• Run through the Audio Wizard• Create a practice session

FACULTY CHALLENGES/LEARNING

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Please take 5 minutes to complete the following survey!

POST TEST SURVEY

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Brothe r ton , J . A . , & Abowd, G . D . (2004) . Lessons learned f rom eC lass : Assess ing au tomated capture and access in the c lass room. Transac t ions on Compute r – Human in te rac t ion , 11 (2 ) , 121-155.

Cop ley , J . ( 2007) . Aud io and v ideo podcas ts o f l ec tu res f o r campus -based s tudents : Produc t ion and eva luat ion o f s tudent use . I nnovat ions in Educat ion and Teach ing I n te rnat iona l , 44 (4 ) , 387-399.

Dey , E . L . , Burn , H. E . , & Gerdes , D . (2009) . B r ing ing the c lass room to the web : Eff ec ts o f us ing new techno log ies to captu re and de l i ve r l ec tu res . Research in H ighe r Educat ion , 50 (4 ) , 377-393 .

ELNEC - Core Curr i cu lum, in : A ACN (Ed . ) , End- o f-L i f e Nurs ing Educat ion Consor t ium. A ACN. (2012) http://www.aacn.nche.edu/elnec

Fernandez , V. , S imo, P. , & Sa l l an , J . M . (2009) . Podcas t ing : A new techno log ica l t oo l t o f ac i l i t a te good prac t i ce in h igher educat ion . Compute r s & Educat ion , 53 (2 ) , 385-392.

J ones , N . & Lau , A . M. S . (2010) . B lend ing learn ing : w iden ing par t i c ipat ion in h igher educat ion . I nnovat ions I n Educat ion & Teach ing In te rnat iona l , 47 (4 ) , 405-416 .

Moore , M . G . (1993) . Theory o f t r ansact iona l d i s tance . I n D . Keegan (Ed . ) Theore t i ca l Pr inc ip les in D i s tance Educat ion . New York : Rout ledge .

Schuetze , H. G . , & S lowey , M. (2002) . Par t i c ipat ion and exc lus ion : A comparat ive ana lys i s o f nont rad i t iona l s tudents and l i f e long learne rs in h ighe r educat ion . Higher Educat ion , 44 , 309-327 .  

Soong , A . S . , Chan , I . K . , Cheers , C . , & Hu , C . (2006) . Impact o f v ideo recorded lec tures among s tudents . I n L . Markauska i te , P. Goodyear , & P. Re imann (Eds . ) , Who’s Learn ing? Whose techno logy? (pp . 789-794) . Sydney , Aus t ra l i a : Sydney Un ive r s i t y Press .

Veeraman i , R. , & B rad ley , S . (2008) . Un ive r s i ty o f W iscons in Mad ison on l ine - learn ing s tudy : I ns igh ts regard ing undergraduate pre fe rence fo r l ec ture capture . Ret r ieved March 15 , 2014 f rom: h t tp : / /www.uweb i . o rg /news /uw- on l ine - learn ing .pd f

REFERENCES

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QUESTIONS?

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CONTACT INFORMATION

Eileen R. O’Shea, DNP, RN-Associate Professoreoshea@fairfield.edu

Mary Murphy, APRN-Assistant Professormmurphy@fairfield.edu

Mary Kleps-Instructional Support Specialistmkleps@fairfield.edu

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