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My journey in Ed tech continues
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I Begin Teaching
I begin teaching at ISU after years of working in clinical labs. My program is switching over to a Sakai platform from Blackboard at the end of the semester. I begin my teaching by going 'old school' without using either platform, creating and grading paper exams, and printing copies of my power points for students. Students are also not using much technology. Some take notes on laptops, many use paper. -
My Advantage
As my colleagues complain of everything that the new system does not do, I realize that I have an advantage by having no investment in the old system. Hospital labs update their systems and technology fairly regularly, and I'm used to changing to new systems. I learn the new ReggieNet system without preconceived ideas and ingrained habits. Even using the new system, my classes do not change much. -
New computer system; old materials
I begin teaching with the new system, but I have inherited my course material from my colleagues and have little experience teaching and creating my own materials. My confidence in my teaching abilities is fairly low and I am reluctant to make any changes, so technology doesn't alter my courses. Some students continue to take notes on paper, but I notice cell phones are everywhere in class, except labs, where they are prohibited due to safety concerns and handling of blood products. -
I Survived!
I survive my first year of teaching and begin to feel as though I can handle this new career. Using the new computer system during the spring semester proves much easier than not using any system. Students are using their laptops and tablets to take notes and follow along, but they remain in a fairly passive role. -
Fish out of water
I begin my second year and start the education doctoral program at ISU. Suddenly, the people around me are using words like "pedagogy," and "epistemology." I feel like a fish out of water, but begin learning about various learning theories. I also inherit an online course that is basically a f2f course, just online. Students read chapters and take online exams. I am still using technology to simply replace paper, but students are doing well. I am conflicted about making changes. -
I learn new things; maybe my students do too.
Through my education courses, I'm learning about student centered learning, group learning, and critical thinking. This makes me think my students must be very bored. I begin using jigsaws so students can work together to answer questions and discuss concepts. They all have internet devices but only use them for note taking. I encourage the use of laptops and cell phones to search for answers to questions like, "What is the rate of diabetes in America?" They ask, "Are we allowed to use them?" -
Online teaching
I spend the summer taking a course in how to teach online and update courses using best practices for online learning. It gives me the confidence to try some new methods. I build some activities and discussion forums into my course. A colleague is also taking the same course and she and I discuss a study to find out our students' perceptions of our course changes. -
Changing methods
I make significant changes to my online course. Using the best practices that I learned over the summer, I create discussion forums for student-student learning experiences by assigning topics for students to discuss. My colleague and I begin to assemble our survey of student perceptions of our course changes.
In my F2F courses I utilize more case studies to give students opportunities to apply their new knowledge, and time to collaborate together. They have since reported that they like this. -
Don't Ask!
The results of our online student survey roll in and I regret asking my students for their opinions. They HATE the discussions! They do not believe that learning from other students is learning. Most feel that the discussions are a waste of time and just boring busy work. I wonder if changing the course was worth it. Then I realize that I put in discussions for the sake of having them. What do I want them to learn? What are my learning theories and how can I apply them better? -
I Double Down
After the discouraging survey results, I try to find ways to make my online course more relevant and meaningful. This is a course on Laboratory Management, which most students don't believe they will ever use. (We are required to teach this topic for program accreditation.) Instead of scrapping the student-student online interactions, I increase them and let the students pick the topics they want to discuss, and let them lead the discussions. Is this student-centered or student-led learning? -
More Tech - Better Uses
As I continue my doctoral journey, I learn more about various technologies and gain more confidence in using them. I use more videos and interactive technologies in my F2F course, including gaming, and let my online students find their own videos and articles to use for their discussions and activities. I try to align my teaching methods more with learning theories as I understand them, and I try to get students to take more responsibility for their own learning. They seem to like the changes. -
Student (and Teacher) Learning
Students report that they like picking their topics and reactions to student-student discussions is much more positive. I increase their responsibilities to leading discussions, finding or creating their own media, and evaluating their discussion participants. They become the 'manager.' The response is positive. I give F2F students more freedom and responsibilities for their own learning, and make the labs more collaborative. Their response is also positive. I teach less and they learn more. -
Learning is like Origami
I start a new ed tech course and continue to learn about learning paradigms and design models. I am researching creating virtual reality or interactive videos for my students, and I continue to look for games that can support learning. Can I create a game on the Immune System or Blood Banking? I will soon be teaching more online courses and look forward to the possibilities. My colleagues are asking me, "Do you think I need to update my online courses?" I have many good suggestions for them. -
Triple E Framework
The Triple E Framework is a means to evaluate how effective your tech choices are. Finally! I've been looking for something like this! It seems eminently practical and easy to apply. -
Gamification
I get an epiphany with gamification, and how it is like a game, but not. I am now planning on trying this in my next update of my Lab Management course. I think it could work really well. I'd like to learn more about this topic and I am currently planning on reading up on it over the summer. -
Design Theories
Constructionism vs Constructivism? Connected Learning? Students pick and choose what they want to learn? Anarchy! I finally get a good idea of what this is and how it works! After I understand it, it seems common sense. -
Launch of the redesign
My redesigned unit will begin in the fall semester of 2017. I believe it will work well! I have learned a great deal about course design and the thought processes behind all of our learning theories. It will be an ongoing challenge to decide which to use and apply them well. -
The Future of (My) Tech
My future seems destined for more tech. Not just in my teaching and classes, but also in my dissertation, which will be on sims, or computer sims, or gamification, or VR ....
