eLearning Forum Asia 2011 e-School Project in a Hospital-based e - - PDF document

1

eLearning Forum Asia 2011

e-School Project in a Hospital-based e School Project in a Hospital based Higher Diploma Nursing Programme in Hong Kong

Professor Irene Wong

The Generic Teacher Competencies Framework

CORE VALUES

Teaching and Subject Matter Knowledge Curriculum and Pedagogical Content Knowledge

The Generic Teacher Competencies Framework

CORE VALUES

Students' Diverse Needs in School Rapport with Students

The Generic Teacher Competencies Framework

CORE VALUES

The Generic Teacher Competencies Framework

CORE VALUES

Teacher Competencies Framework for Elementary and Secondary Education in Hong Kong

CORE VALUES

基本價值觀

CORE VALES CORE VALES

Teaching and Learning Domain Student Development Domain Professional Relationships and Services Domain School Development Domain

g Learning Domain Teaching Strategies and Skills, Use of Language and Multi-Media Assessment and Evaluation

基本價值觀

CORE VALES CORE VALES

Teaching and Learning Domain Student Development Domain Professional Relationships and Services Domain School Development Domain

Student Development Domain Pastoral Care for Students Students' Different Learning Experiences

基本價值觀

CORE VALES CORE VALES

Teaching and Learning Domain Student Development Domain Professional Relationships and Services Domain School Development Domain

學校 教學 技巧 考核 評估 關顧 服務

School D l t School Vision and Mission, Culture and Ethos Policies, Procedures and Practices

基本價值觀

CORE VALES CORE VALES

Teaching and Learning Domain Student Development Domain Professional Relationships and Services Domain School Development Domain

Collaborative Relationships within the School Collaborative Relationships Teachers’ Professional Development

基本價值觀

CORE VALUES CORE VALUES

Teaching and Learning Domain Student Development Domain Professional Relationships and Services Domain School Development Domain

CORE VALUES

請按

[PgDn]

CORE VALUES

請按

[PgDn]

CORE VALUES

請按

[PgDn]

發展

Development Domain Home-School Collaboration Responsiveness to Societal Values and Changes

CORE VALUES

請按

[PgDn]

Relationships within the School Involvement in Policies Related to Education Education-related Community Services and Voluntary Work

CORE VALUES

請按

[PgDn]

2 Development and Trend of Emerging Social Technologies in Education How we learned ? How our new generation learns?

• Learning occurs in many different ways.

Several key aspects to learning are

Creative Learning Methods

Several key aspects to learning are communication, peer networking, collaboration and reflection.

• In order to create a diverse

learning environment, teachers need to implement ways for need to implement ways for students to work together, collaborate, discuss, debate and reflect upon their learning.

3

• To encourage deeper learning through

Deeper Learning

more interactive approaches between tutor-student and student-student and create a platform which would offer mutual support.

(Griffiths & Nicolls, 2010)

Knowles’ Theory of Adult Learning

• The need to know
• Learner self-concept

Role of learners' experience

• Role of learners' experience
• Readiness to learn.
• Orientation to learning.

(based on Knowles 1990:57)

Read more: Knowles' andragogy: an angle on adult learning http://www.learningandteaching.info/learning/knowlesa.htm# ixzz1N44FpM2c

4

E-School Project Aims

• E-School aims to:

– Provide nursing student with skills to access and use Provide nursing student with skills to access and use social software tools to undertake a series of e-tivities in the nursing academic learning process. – Enable effective and engaging learning experience through a structural, guided, and flexible independent learning approach both as work, in class, and out of

• class. (Blackboard Learn)

E-School project in HKSH

• E-School aims to:

Facilitate ps chomoto lea ning and st eamline

E-School Project Aims (con’t)

– Facilitate psychomotor learning and streamline administrative work.

• Visibility of real time updates on laboratory bookings and

manage bookings at a time and places convenience to student (eLBS).

– Flexible and cost effective way to supplement the physical library resources (e-journal, e-book and physical library resources (e journal, e book and ebrary).

5

• E-School aims to:

E-School Project Aims (con’t)

– Promote environmental protection and less work for producing handout (ipad class, paperless lectures and examinations). – Streamline school management.

• Official electronic record of all student information for

Nursing Council Registration after graduation and School management (eSIS) management (eSIS).

• E-School aims to:

E-School Project Aims (con’t)

– Continuous quality improvement on teaching.

• Replacing the use of traditional paper evaluations by

administrative convenience online evaluations format (e- valuation).

– Enhance the hospital-based, blended face-to-face teaching and leaning experience, in particular in area

• f factual content for both generic and nursing
• f factual content for both generic and nursing

specific subjects.

6

Impact of E-learning on Students

• Types of learners: Listening learners, Seeing learners,

Experiencing learners,& Combination of these. p g a ,&

• b

a o

• It is generally accepted that teaching styles that are similar to the

student’s learning styles facilitate the learning.

• Students are encouraged to:
• Search and study through e-based teaching materials.
• Learn and solve problems through active engagement with peers +

teachers.

• Participate in out-of-class teaching and learning activities.

p g g

• Students are required to:
• Be familiar with social e-communication tools such as blogs, wikis,

face book etc….. (Griffiths & Nicolls, 2010).

• Teachers are required to:

Impact of E-learning on Teachers

– Develop and deliver a range of learning environment and activities. – Engage student effectively with a highly flexible and personalized environment. – Assess on-going learning with on-line quizzes, Assess on going learning with on line quizzes, assessments, and peer assessment tool.

7

Impact of E-learning on Teachers (Con’t)

• Teachers are required to:

– Prepare group activities so that learners are engaged, while managing and organizing communications, file sharing, workflow, reflection, feedback and

• assessment. (e-moderator)

– Provide feedback and answers to students’ questions within 24 to 48 hours. – Communicate with students using social e- communication tools such as blogs, wikis, face book etc….. (Griffiths & Nicolls, 2010)

• Create a supportive environment for students and

teachers

Impact of E-learning on School Management

– Courses and discussion will empower the teachers to be more creative and to individualize their teaching. – Building PLC (professional learning community). – Develop an infrastructure that effectively supports their ongoing education (Myrick, et al., 2010). – School management should efficiently update and share content resources across multiple courses, users or departments.

• IT support
• IT support

– IT support needs to pprotect equipment from physical harm, limit effects of online attacks, and ensure lost data can be recovered. – Create a accessible and engaging e-learning to support teaching and learning in a seamless fashion (Myrick, et al., 2010, Savery &

Duffy, 2006).

8

Survey on Nursing Students

• No of participants: 59 nursing students
• Majority 36 (61.02%) student experience of using e-

Majority 36 (61.02%) student experience of using e Learning for less than one year.

• General feedback on Blackboard Learn and ebrary:

– Course material always accessible and well organized. – Course material include relevant image and additional readings. – Enjoy the discussion with team members for group project on- line. – Learn better by reading postings (both pre- and post- classes) Learn better by reading postings (both pre and post classes) and ideas from classmates. – More time to research my answer, compared to in-class discussion. – Learn better by reading postings and ideas from classmates. – Satisfied with the information retrieving from the database of ebrary for study.

Survey on Nursing Teachers

• No of participants: 7 nursing teachers
• All 7 (100%) teachers experience of using e Learning for
• All 7 (100%) teachers experience of using e-Learning for

less than one year.

• General feedback on Blackboard Learn and ebrary:

– The Blackboard Learn platform provides an effective gateway for deliver learning material to students outside the classroom. – Able to use the discussion forum to increase the interaction with the students. – It need extra preparation time when I use Blackboard Learn as a It need extra preparation time when I use Blackboard Learn as a tool comparing with my previous teaching. – Satisfied with the information retrieving from the database of ebrary for teaching.

9

• Disadvantage those learners with physical

l h d b d

Drawback of e-Learning

limitation at hand- brain coordination.

• Unforeseeable world wide computer crisis.
• Poor communication: Lack of expression
• f feeling, reduce person to person
• f feeling, reduce person to person

interaction, which is very important in nursing.

Challenges and Opportunities

• Resistance to change by teachers and students.

– Some students still make copies

f d l f

• Resources for developing competencies in nursing informatics

(Jette, et al., 2010).

• Use of new technique

– Web-based discussion, on-line teaching, ebrary, webinar – PowerPoint with educational power and clear & concise points

• Differing levels of IT skills among students/ teachers
• Lacked knowledge about presentation software, data security, and

about how to analyze the quality of a health related Web Site and about how to analyze the quality of a health-related Web Site and search electronic scientific databases.

• Management support of time and resources

– Teachers have to post up notes prior to class.

• Most on-line assessment only evaluate at knowledge level, not at

appreciation, synthesis, and evaluation level.

10

The Way Forward

• “Teaching should be such that what is offered

is perceived as a valuable gift and not as a p g hard duty”

• “I never teach my pupils, I only attempt to

provide the conditions in which they can learn.”