By Design: Taking ALL Allied Health Students Across the Finish Line Workshop
May 14-15, 2015, Boulder, CO
Faculty and instructional designers from institutions participating in the Consortium for Healthcare Education Online (CHEO) initiative were invited to attend this workshop. The focus for this final workshop was to provide participants thought-provoking topics that guide them when developing and enhancing their hybrid and online curriculum developed for their allied health courses.
With higher education's emphasis on providing equal educational access, whether addressing the needs of rural students, those working full time jobs, those in the military or returning from duty, or those requiring special accommodations to be successful, the importance of insuring that this material is open to all students was emphasized. In addition, with challenges faced in the ever changing landscape in the health care industry, faculty were provided unique opportunities to rethink the way they teach and provide students with chances to use technologies that are part of everyday practice in the healthcare field through presentations by their colleagues.
Collecting data remotely, using mobile devices for collecting information, and reviewing medical information from a distance are part of today's medical landscape. The North American Network of Science Labs Online (NANSLO) has provided the opportunity to CHEO students to not only build these skills but also take pre-requisite courses for CHEO programs that may not have been available to them through a traditional laboratory environment. NANSLO provided an update on the 27 NANSLO lab activities it has developed as part of this grant. The goal of this workshop was to expand participant's toolkit by giving them the opportunity to take back information acquired at this workshop and apply it to existing educational content and content developed in the future for their online and hybrid courses.
Links to Speaker Presentations:
- The Changing Educational Landscape, David Longanecker, president, WICHE, Western Interstate Commission for Higher Education (WICHE)
- OER Revisited, Paul Stacey, associate director of global learning, Creative Commons
- Applying UDL to Your Course Materials to Enhance Student Learning, Sam Johnston, research scientist, Center for Applied Special Technology (CAST)
- Building Trust with Quality Assurance Strategies in TAACCCT, Gerry Hanley, assistance vice chancellor, Academic Technology Services, and executive director, Multimedia Educational Resource for Learning and Online Teaching (MERLOT), California State University, Office of the Chancellor (CSU)
- Overcoming barriers to learning in large classrooms: Using simple technologies & techniques in a large classroom to facilitate learning for all, Jennifer McLean, microbiology, immunology, and pathology faculty, Colorado State University
- NANSLO Update, NANSLO Team
- Using the Lightboard in a Chemistry Class, David Long, assistant professor, chemistry, Flathead Valley Community College
- Nurse Aide: A Support for Patients in Hospice and Their Families, Cathy Wagner, certified hospital and palliative nurse, and adjunct faculty, Red Rocks Community College
- PhET Interactive Simulations, Yuen-ying Carpenter, post-doctoral researcher, chemistry education, PhET Interactive Simulations project, University of Colorado Boulder
- Building a Medical Laboratory Technician (MLT) Program from the Ground Up, Angela Tarrant, faculty, Medical Laboratory Technician Program, Otero Junior College
- How I Made a Chemistry Gas Chromatography Animation, Dan Casmier, chemistry faculty and natural sciences department chair, Great Falls College Montana State University
- The Future: Whose Future and How to Make Our Ideas Real, Gerry Hanley
- Closing Remarks and Reflections, Maria Fieth, CHEO project director, Pueblo Community College, Sue Schmidt, and CHEO faculty
The workshop objectives were to provide faculty an opportunity to:
- Describe how OER applies to educational content.
- Determine when to start thinking about UDL and how it can be incorporated into educational material.
- Define NANSLO lab activities that can be used in allied health courses and how to schedule these activities for students.
- Identify innovative education approaches faculty have used in their classes that could be used in participant's classes.
- Describe how PhET interactive simulations are delivered and used by students.
- List the opportunities and challenges in using traditional labs, virtual labs, simulations, and lab kits.
- Discuss ways higher education is changing and some of the technologies and collaborative opportunities coming.
See By Design: Taking ALL Allied Health Students Across the Finish Line Program for speaker bios and information that was provided to all participants at this workshop.
May 14, 2015 Speakers
David Longanecker, president, WICHE, welcomed the group and provided some insights into the changing educational environment. He noted that these are interesting times faced in higher education with the need for expanded opportunities for students to receive a postsecondary education while institutions are faced with a different financial environment requiring them to find new and more efficient ways of providing education. Of particular importance is providing rich experiences in the STEM field for students who are not on campus or are on campus but the institution’s physical facilities are stretched to capacity. It is also a time when we have come to appreciate and understand the critical importance of middle skilled jobs and the need to provide educational opportunities to obtain the necessary degrees and certificates in these fields.
Paul Stacey, associate director of global learning, Creative Commons, answered the question -- what is an Open Educational Resource -- textbooks, simulations, lab resources, online learning course materials and what is the difference between OER and publishers' traditional course materials. Stacey unpacked these questions and showed how answers affect practices associated with use of existing OER and creation of new OER. He also served as a resource for faculty in answering their OER questions. Presentation Material: OER Revisited (PowerPoint in PDF Format)
Sam Johnston, research scientist, Center for Applied Special Technology (CAST) , noted that UDL principles help ensure basic accessibility and, beyond that, help address barriers that can arise for all learners in their variable interactions with learning environments. This framework is not a checklist. You want to always think about the goal of your instruction or the learning experience, and then you can strategically use certain checkpoints to refine critical elements that are going to help learners reach their goals. One million associates degrees were granted in 2011-2012, a 71% increase over those granted in 2001-2001; 11% of undergraduates in 2007-2008 reported having a disability; and enrollment of students who are 25 to 34 years old increased 45% between 1996 and 2010 and are projected to increase 20% between 2010 and 2021. The cost of ignoring strategic and affective dimensions of UDL in course design, assessment development, OER creation, institutional policies, etc. is significant. Presentation Material: CAST Universal Design for Learning (PowerPoint in PDF Format)
Gerry Hanley, assistance vice chancellor, Academic Technology Services, and executive director, Multimedia Educational Resource for Learning and Online Teaching (MERLOT), California State University, Office of the Chancellor (CSU) talked about tools available for educators to use to assure the quality of the student experience. Ultimately quality assurance is about trust – utilizing processes so that students, faculty, and institutions trust the quality of the open educational resources they are using. What are symbols of trust? Attributions are an essential element such as CC BY. Other elements that build trust are: (1) providing information that allows the user to evaluate the quality of the content before using it such as describing how the curriculum was developed, posting it in a collection of educational material such as Skills Commons, and posting in places where a peer review process is used to evaluate content; (2) using methods to ensure quality of instructional design such as having learning objectives and activities that measure the success of students and using quality metrics and rubrics; (3) assuring that all learners have equally effective access to learning and succeeding – make it a fore thought not an afterthought – by utilizing tools that minimize accommodation issues as much as possible and provide avenues to provide equally effective alternative access to an educational experience so all can learn; and (4) putting quality assurance into educational practices. Presentation Material: Building Trust with Quality Assurance Strategies in TAACCCT (PowerPoint in PDF Format)
Overcoming barriers to learning in large classrooms: Using simple technologies & techniques in a large classroom to facilitate learning for all
Jennifer McLean, microbiology, immunology, and pathology faculty, Colorado State University, who was awarded Colorado State University's N. Preston Davis Award for Instructional Innovation with an emphasis on Universal Design for Learning, talked about the changing landscape in higher education and how it is changing the way we teach. It is important to help students learn how to think, under pressure, and think critically like a scientist. Seven methods of learning include teaching, practice, discussion, demonstration, audio-visual, reading, and lecture. Although lecture is often the primary method of instruction, only 5% of the lecture is retained. iClickers, annotated PowerPoint, and recorded lectures are options for increasing opportunities for students to use those methods of learning that help them retain the most information – teaching, practice, discussion, and demonstration. Several UDL techniques are discussed for addressing accessibility issues in documents provided to students in electronic format as well as how lecture capture enhances students’ access to information. Presentation Material: Using Simple Technologies and Techniques in a Large Classroom to Facilitate Learning for All (PowerPoint in PDF Format)
The North American Network of Science Labs Online (NANSLO) has developed 27 remote web-based NANSLO lab activities for biology, chemistry, and allied health courses as part of the U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant. Students access these lab activities through the Internet and perform experimentation using robotics connected to scientific equipment and controlled through the NANSLO web-based interface. Institutions reserve times for students to complete assigned NANSLO lab activities and students access the lab activity at a time selected by them through the NANSLO Network Scheduling System. The NANSLO team presented updates on the work completed to date as part of this grant -- Albert Balbon, NANSLO British Columbia Lab and supervisor of distributed learning, North Island College; Farah Bennani, CHEO allied health curriculum lead, WICHE, and chair of online learning for math, science, allied health, and psychology, Front Range Community College; PJ Bennett, lab director, NANSLO Colorado lab, Colorado Community College System; Brenda Canine, lab manager, NANSLO Montana lab, Great Falls College Montana State University, and adjunct faculty, microbiology and chemistry, GFCMSU; Kate Lormand, CHEO biology curriculum lead, WICHE, and adjunct faculty, biology, CCCOnline and Great Falls College Montana State University; and Sue Schmidt, NANSLO/CHEO project coordinator, WICHE. Presentation Material: NANSLO Update (PowerPoint in PDF Format)
May 15, 2015 Speakers
David Long, assistant professor, chemistry, Flathead Valley Community College, talked about two faculty approaches to teaching include engineering learning opportunities by 1) creating a situation where a student has to learn or 2) leveraging student and instructor relationships to reach students and motivate them to learn. In his face-to-face classes, David Long’s students require the latter approach so he wanted to find a way to create that relationship when delivering his lectures online. He noted that research has shown that interpersonal interaction correlates with student performance. He developed a modified version of the Lightboard that is cost effective for community colleges and shared information on how it is set up and the value he sees in using it. An eye tracking experiment was conducted to determine where a student focused his/her attention when viewing the Lightboard-delivered video of his chemistry lecture. Watching these videos also allows him to reflect on the information he delivers and how to improve upon it. Presentation Material: Using the Lightobard to Deliver Lectures Online (PowerPoint in PDF Format)
Cathy Wagner, certified hospital and palliative nurse, and adjunct faculty, Red Rocks Community College, talked about what hospice is and how she developed three courses for a hospice certificate for certified nurse aides. She talked about how she worked with an instructional designer to determine which components of these courses could be delivered online and which needed to be delivered in a face-to-face environment. She described some of the material used in these courses, the books used, and the activities students completed as part of the courses. Presentation Material: Nurse Aide: A Support for Patients in Hospital and Their Families (PowerPoint in PDF Format)
The hospice certificate offered specifically for nurse aides who want to specialize in hospice and palliative care was developed by Cathy Walker, certified hospice and palliative nurse, and adjunct faculty, for Red Rocks Community College. It is unique as hospice and palliative care usually is taught by hospice leaders in a community. She shared the Lauren Hill video that is available at http://moments.nhpco.org/stories/lauren-hill-talks-about-hospice-care which she uses in her class to help students understand that hospice has no age boundaries. It is composed of three courses. The format is hybrid as some of the curriculum fits nicely in an online environment while other material is more conducive to a face-to-face setting. Students are also given the opportunity to go into the field with hospice practitioners and see patients so they experience what it is like to be a hospice care giver. Presentation Material: Nurse Aide: A Support for Patients in Hospital and Their Families (PowerPoint in PDF Format)
Yuen-ying Carpenter, post-doctoral researcher, chemistry education, PhET Interactive Simulations project, University of Colorado Boulder, showed the collection of free interactive simulations available online that teach students fundamental principles of science and math. The University of Colorado Boulder’s PhET Simulations project is one of two winners of the 2014 Wharton-QS Stars Reimagine Education Award. The PhET project began in 2001 and has evolved over the years. It currently offers about 130 free interactive science and math simulations for early elementary up through college students and has over 75 million uses per year around the world. PhET’s next generation of simulations are being developed in HTML5 allowing them to run on any device that can browse the web. Three topics are discussed: (1) how certain simulation features facilitate student learning and exploration in an inquiry based environment; (2) the range of simulation uses, focusing on types of learning goals and facilitation techniques; and (3) an outline of the best practices that leverage simulation features in classrooms and creation of simulation materials and activities. The cost for developing new simulations is around $60,000 each. The development cycle used in designing these simulations is discussed as well as the pedagogical goals to address student learning and outcomes. View PhET available simulations at http://phet.colorado.edu. Presentation Material: PhET Interactive Simulations for Active Learning in STEM (PowerPoint in PDF Format)
Angela Tarrant, faculty, Medical Laboratory Technician Program, Otero Junior College, talked about the MLT program she developed. She began by providing information that related to the importance of this program. In 1970 there were 791 medical technician programs in the US. By 2003, 70% had closed. 30% of individual laboratorian respondents plan to leave the workforce within 4 years, and 25% of laboratory workers are older than 55 years. With a great need to provide medical technicians and the demographics of the area that Otero Junior College serves – 33% of population is Hispanic, 38% live below the poverty level, and unemployment rate is higher than the state rate with below average high school graduates – this program offers an opportunity to get students out of poverty into viable careers where they can support their families. Information was shared about the two programs offered – phlebotomy certificate and medical lab technician associate of applied science degree. Information on the type of equipment used in the classroom along with tasks performed by a medical laboratory technician and the equipment used by them to generate lab reports is shared. As 80% of physicians’ decisions are made from lab and x-ray reports, medical laboratory technicians provide a valuable contribution to society, and this program is an opportunity for students to get into the healthcare field. Presentation Material: Building a Medical Laboratory Technician Program from the Ground Up (PowerPoint in PDF Format)
Gerry Hanley, assistance vice chancellor, Academic Technology Services, and executive director, Multimedia Educational Resource for Learning and Online Teaching (MERLOT), California State University, Office of the Chancellor (CSU) noted "Think about the future – it’s already here someplace in the world." The question is when does it show up on our doorsteps. Using information contained in the New Media Consortium’s Horizon report, predictions were shared for one year or less, two to three years, and four to five years for 2013, 2014, and 2015. In addition, trends driving higher education such as social media, integration of learning process, data driven learning and assessment, and advancing the culture of change and innovation were discussed with examples and thoughts about their impact in the educational space.
Technology empowers learners to do things but the huge challenge is figuring out how to make learning adaptable and how to have algorithms for what a student needs based on how they are performing. Learning is not just in the classroom. How do we look at learning everywhere for everyone? How do tools help us do this? Internet resources are available and growing as information is shared openly through repositories such as Skills Common, Merlot, and others. FLEXspace (https://flexspaceannouncements.wordpr...) provides information on learning spaces designed and implemented at institutions that focus on improving student learning. ePortfolios are another method that can be used to share knowledge among faculty.
At California State University, faculty use an ePortfolio to describe the reason for redesigning a course, the process used, and learning outcomes after redesign (www.calstate.edu/courseredesign). Merlot content builder is used as the tool for building these ePortfolios.
Stone Soup is used to describe the change management process – engaging people and opening doors, recognizing what people need, exciting people’s curiosity, and celebrating accomplishments. The goal of Skills Common, the TAACCCT content repository, is to create a method to easily find the resources that have been posted there, demonstrate the adoption of TAACCCT, leverage a makeover strategy where original material can be enhanced by others and reposted as well as providing access to original material, sustain the collection, and create a community of developers, partners, and users. Presentation Material: The Future: Whose Future and How to Make Our Ideas Real (PowerPoint in PDF Format)
Closing Remarks and Reflections
Closing remarks were shared by Maria Fieth, CHEO project director, Pueblo Community College, and Sue Schmidt, NANSLO/CHEO Project Coordinator, WICHE, at this final CHEO professional development workshop. Participants then reflected briefly on something that they heard or an interaction that took place that was of value in his/her professional development.
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