TECHNOLOGY EMPOWERED LEARNING Not just fun and games

TECHNOLOGY EMPOWERED LEARNING Not just fun and games Cheri Goit MN, RN

EXODUS 35: 30 -35 Then Moses said to the Israelites, “See, the LORD has chosen Bezalel son of Uri, the son of Hur, of the tribe of Judah, 31 and he has filled him with the Spirit of God, with wisdom, with understanding, with knowledge and with all kinds of skills— 32 to make artistic designs for work in gold, silver and bronze, 33 to cut and set stones, to work in wood and to engage in all kinds of artistic crafts. 34 And he has given both him and Oholiab son of Ahisamak, of the tribe of Dan, the ability to teach others. 35 He has filled them with skill to do all kinds of work as engravers, designers, embroiderers in blue, purple and scarlet yarn and fine linen, and weavers—all of them skilled workers and designers.

OBJECTIVES • Review active learning theory. • Explore active learning strategies using free technology applications. • Create a plan for incorporating new technology tools into your classroom.

INTERACTIVE LEARNING SYSTEM PRODUCTS • Poll Everywhere • Polleverywhere. com • Socrative • b. socrative. com • Kahoot. com

GET TO KNOW YOUR TEACHER www. kahoot. it enter game pin

What are some ways that you were taught? • Which ones were effective? • Which ones were ineffective?

Have you ever seen these students in your classroom? www. polleverywhere. com

What are you thinking/feeling when you see these students in class? www. polleverywhere. com

HOW MUCH DO YOU KNOW? ACTIVE LEARNING www. kahoot. it enter game pin

ACTIVE LEARNING THEORY • Derived from two basic assumptions: • That learning is by nature an active process • That different people learn in different ways • Defined as: • Use of student centered teaching strategies focused on application of knowledge • Student involvement in thinking about the things they are doing • Anything other than passive listening • Stimulates: • • • Reflection Problem solving Knowledge building Inquiry Critical thinking Active learning engages students in two aspects – doing things and thinking about the things they are doing

ACTIVE LEARNING

EVIDENCE BASED PRACTICE Freeman, S. , Eddy, S. L, Mc. Donough, M. , Smith, M. K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M. P. (2014) • Meta-analysis of 225 studies • Core Findings • Average exam scores improved by ~6%. • Students in traditional classrooms are 1. 5 times more likely to fail than students in courses with active learning. • These results held true across different STEM disciplines, in courses for majors or nonmajors, and in lower- and upper-division courses. • Active learning had the greatest impact in courses of 50 students or fewer.

LIVE POLLING • Actively engages the learner • Everyone’s idea/thought can be voiced • Provides immediate feedback

INTERACTIVE QUESTIONS SOCRATIVE/KAHOOT • Stimulates higher learning • Tracks real-time understanding • Engages faculty with students

APPLICATION b. socrative. com Student log in Room Name: GOIT

PRIORITIZATION The nurse is caring for a client on bed rest. The nurse verbally explains leg exercise principles and includes a handout with written instructions and pictures. The nurse then demonstrates leg exercises for the client. The client is unable to perform leg exercises correctly when asked to return demonstrate. What will the nurse do next? a. Change the educational methods used to educate the client. b. Assess for the presence of anxiety, pain, or fatigue. c. Encourage the client to practice at a later date. d. Ask the client why he does not want to do the exercises.

PRIORITIZATION The nurse is caring for several clients who received general anesthesia. Which client will the nurse see first? 1. 2. 3. 4. The client with a history of heart failure. The client with decreased reflexes. The client who hasn’t voided for 4 hours. The client with a history of chronic obstructive lung disease.

SELECT ALL THAT APPLY A nurse is talking with a client about ways to help sleep and rest. Which recommendations should the nurse give to the client to promote sleep and rest? Select all that apply. a. b. c. d. e. Practice relaxation techniques. Exercise in the morning. Take an afternoon nap. Alter the sleep environment for comfort. Limit fluid intake at least 2 hours before bedtime.

ETHICAL DILEMMA After the client swallowed a medication you realize you should have cut it in half. This is an example of an ethical dilemma.

YOUR IDEAS? YOUR CONCERNS?

CLASS EXIT TICKET b. socrative. com Student log in Room Name: GOIT

REFERENCES Berk, R. A, (2011). Powerpoint© engagement techniques to foster deep learning. Journal of Faculty Development 25 (2): 45 -48. Retrieved from http: //www. ronberk. com/articles/2011_engagement. pdf Bristol, T. , (2019). Interactive testing technologies [Video webinar]. Retrieved from https: //nursetim. com/dashboard/webinar/9 ECa. Zx. GKc. G 0= Bristol, T. , (2019). QSEN in your curriculum: Assumption, active learning, and assessments [Video webinar]. Retrieved https: //nursetim. com/dashboard/webinar/9 OCMZ 0 Gx. EG 0= Freeman, S. , Eddy, S. L, Mc. Donough, M. , Smith, M. K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics, Proceedings of the National Academy of Sciences of the United States of America, 111(23): 8410 -5. doi: 10. 1073/pnas. 1319030111 Lowrie, L. (2019, October 21). Vulnerability in the classroom. Faculty Focus. Retrieved from https: //www. facultyfocus. com/page/2/ Parker, Q. (2019, October 31). Toolkit: How to Fuel In-Class Engagement [Blog post]. Retrieved from https: //tophat. com/uncategorized/engagement-toolkit-eddive/? utm_medium=sponsoredcpc&utm_source=eddive&utm_campaign=eddive-eblast&utm_content=2019 -11 -07