Reflective Synopsis

Before commencing this course, my experience of using Information Communication Technology (ICT) within my teaching experience was minimal.   My journey so far has taught me a lot about the types of ICT available to be implemented within my clinical environment with the particular emphasis on transforming learning by using the SAMR model.

Within my clinical environment, the facilitator uses the assessment tool which consist particularly of policy and procedure to assess a particular clinical skill.  As clinicians, we take this assessment tool and learn it parrot fashion in order to demonstrate our skills.  One has to ask:  Is this an effective learning or assessment process?

My blog :  http://turtlestravel.blogspot.com.au/2014/03/reflections-of-educational-theories-and.html provides a reflection on learning theories and demonstrates the core understanding of how to apply these theories to my teaching.  The above example uses a behaviourist approach to learning.  The learners are unable to critically analyse or think outside the particular assessment tool (Utley, 2011).   

So, how can I transform this learning and assessment into a positive experience in order for the clinician to show cognitive thinking and analytical skills?

On reflection, I have had so much fun exploring and creating my curated collection of internet-based learning objects: http://www.scoop.it/t/e-learning-by-marina-cousins .  I will highlight the following three:

Non-Invasive Ventilation On-line video Tutorials

There are a variety of ways that learning can be transformed by using this technology:  for example you can provide this You-Tube link within a PowerPoint presentation.  The above link can facilitate learning and revision of clinical skills by using visual cognitive learning where learning is done by processing of information. The facilitator can assess learning by the use of technology like providing on-line quizzes, games or completion of concept maps.  The above is a demonstration of the use of constructivism learning theory which highlights that by providing a facilitation activity, the learner will make meaning of information by doing  (Hand, 2005).

Second Life Nursing Simulation

The author of this synopsis thought that this was a really good example of how ICT can transform learning.  The use of virtual learning environments can be used for self-directed learning packages in order for the learner to master content at their own pace and to revise clinical skills.

This type of learning could be easily incorporated within my workplace and is an example of how technology can redefine learning.  This technology could be used with on-line collaborative activities like writing a blog using reflection techniques. Again, this is an example of constructivist learning theory where knowledge is created to fit with reality.

SAMR on-line Tutorial

https://www.youtube.com/watch?v=oeU5q1pOsY0

The tutorials on the SAMR model were most helpful in order for the author to understand how to apply this information.  One of the striking things about this tutorial is the use of collaboration in learning.  Collaboration in learning can be a positive experience, however, it is easy to achieve on-line collaboration activities when undertaking a distance education course compared with performing the same activities within a hospital ward environment due to lack of resources.

As part of my teaching, I can now provide links between on-line presentations/video’s or digital pictures into PowerPoint Presentations.  As a facilitator, I can make realistic day-to-day situations authentic by use of this technology.    I have discovered through this course how to develop concept maps to engage learners cognitive abilities to assess learning.

In the 20^th Century, the three main learning theories were behaviourism, cognitivism and constructivism which had an emphasis on learning as an individual pursuit (Iwasiw, Goldenberg & Andrusyszyn 2009). The fundamental epistemological basis of behaviourism and cognitivism was objectivism.  Objectivism reflects that knowledge is absolute and matches reality (Utley, 2011) .

  

Whereas, in the 21^st Century we have seen the introduction of the forth learning theory of Online Collaborative Learning where the emphasis is on students working together to create knowledge by innovation and thereby by doing will create conceptual knowledge needed to solve problems rather than recite information or what they think is the right answer (Harasim, 2012).  This course is a good example of this learning theory.  I have improved my ICT skills by using on-line collaboration techniques and I have also learnt a lot in a short time about how to improve my teaching and  facilitation skills.

Reference

Hand, H. (2005). Promoting effective teaching and learning in the clinical setting. Nursing Standard, 20 (39), 55-63.

Harasim, L (2012) Learning Theory and Online Technologies, Routledge:  New York.

Iwasiw, C. L., Goldenberg, D., Andrusyszyn, M. (2009). Curriculum Development in Nursing Education. Sudbury: Jones & Bartlett Publishers.

Utley, R. (2011). Theory and Research for Academic Nurse Educators Application to Practice. Sudbury: Jones & Bartlett Publishers.