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Online Learning- A Joint Venture

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... students for higher degree work which often incorporates online technology. ... Technology- Understanding the Needs. Faculty. Delivering course content online. ... – PowerPoint PPT presentation

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Title: Online Learning- A Joint Venture


1
Online Learning- A Joint Venture
  • Anthony Gamboa
  • Harry S. Truman CollegeInformation Technology
    Coordinator
  • Catherine Gierman-Riblon
  • Triton College
  • Associate Dean of Health Careers
  • Kimberly Mau
  • Kankakee Community College
  • Director of Nursing

2
The Current State of Nursing Education
  • The Nursing Shortage
  • According to the U.S. Bureau of Labor and
    Statistics published in the February 2004 Monthly
    Labor Review, more than one million new and
    replacement nurses will be needed by the year
    2012.
  • Registered Nursing has been identified as the top
    occupation in terms of growth through the year
    2012.

3
  • According to November/December 2003 issue of
    Health Affairs, the number of people enrolled in
    nursing programs would have to increase at least
    40 annually to replace those expected to leave
    the workforce through retirement.
  • According to the American Association of Colleges
    of Nursing 2004-2005 report, US nursing schools
    turned away 32,797 qualified applicants to
    nursing programs.

4
Why cant we simply increase the number of
nursing students??
5
Reasons for Turning Away Qualified Students
  • Faculty Vacancies
  • In July 2004, the national nurse faculty vacancy
    rate was 8.1, which translates to approximately
    2.9 faculty vacancies per school.
  • Lack of classroom space
  • Decreasing number of clinical sites
  • Industry Salaries vs. Faculty Salaries-
  • According to the 2003 National Salary Survey of
    Nurse Practitioners in Advance magazine, masters
    prepared nurses working in an emergency
    department was 80,000. In contrast, the new
    nursing faculty instructor makes an average of
    35,000- 40,000.

6
The Benefits of Using Online Courses to Meet
Educational Demand
  • Online/hybrid courses provide flexibility
  • Time
  • Place
  • Life demands
  • Online/hybrid courses decrease demand for
    classroom space.

7
  • Online/hybrid courses help prepare community
    college students for higher degree work which
    often incorporates online technology.
  • Online/hybrid courses can increase the
    communication for students who otherwise might
    not speak up in class.

8
  • Online/hybrid courses encourage student
    responsibility and initiative
  • Online/hybrid courses can increase collaboration
    between hospitals and schools
  • The competition is doing it!

9
The Origin of the Grant
  • A quest to find solutions to the nursing and
    health professions shortages within the Northeast
    Region
  • Non-competitive WIA Healthcare Program Innovation
    Grant, DCEO, coordinated and monitored by ICCB
  • Three colleges with nursing programs and interest
    in addressing the shortages

10
The Goal of The Grant
  • Expand program capacity to produce more RN
    graduates and expand access for adult, working
    students including incumbent workers in
    healthcare facilities utilizing online/hybrid
    nursing courses.

11
What the Grant Provided
  • Faculty compensation, release and benefits
  • Consultants if needed
  • Meeting and training expenses
  • Personnel costs for project manager and IT
  • Capital/Non-capital equipment and software
  • Materials and supplies for content development

12
How The Process Evolved
  • Truman College assumed the lead role and managed
    the technology of the project
  • Triton College and Kankakee Community College
    were participating partners as well
  • Each college had varying needs, abilities, and
    campus and community resources.
  • Each college developed and negotiated their own
    budget

13
How The Process Evolved
  • Each college determined their own scope of work
    which was approved by ICCB.
  • Each college enlisted two - four faculty members
    to participate in the project
  • Planning meetings were held in Fall 2004 during
    which the faculty discussed their individual
    curriculum structures and interests, and
    determined which school would develop what
    content, as well as the module structure.

14
How The Process Evolved
  • The technology staff of the three colleges
    maintained communication to meet technology needs
    such format and determining a common labeling
    system for modules.
  • Each school developed their content which was
    ultimately loaded to a shared X-drive server
    that Truman manages and all three schools can
    access.

15
Technology- Understanding the Needs
  • Faculty
  • Delivering course content online.
  • Reuse/Rebuild existing materials such animations,
    interactive games, videos and other medias (with
    consent of publishers/authors).
  • Use the current content management system with
    another system that would handle video streaming.
  • Existence of different CMS systems and their
    incompatibility.

16
Technology- Understanding the Needs
  • Students
  • May lack the appropriate technology at home to
    view hybrid nursing courses content.
  • May lack technological knowledge to navigate
    and/or view the courses content.
  • Various online sites to remember.

17
Available Resources
  • Content Management Systems
  • Truman College
  • Blackboard
  • Triton and Kankakee
  • Web CT
  • Both Content Management Systems used by faculty
    members to record grades, post course
    e-electronic material, discussion boards,
    electronic submissions, etc.

18
Addressing the Needs
  • Faculty
  • Post digital videos on certain nursing topics.
  • Create re-usable xml driven interactive games
  • Research and organize a shared space wherein all
    faculty members only (from all campuses) could
    upload and download course prepared materials for
    different modules, (The X-Drive).
  • Develop a database driven website as a portal
  • Facilitate a workshop for faculty members

19
  • Students
  • A main website developed to contain many
    resources in one place.
  • Technical support available for hybrid nursing
    students over email.

20
Technology Structure
HTML PAGE See media link
Streaming Mediafrom the student area
Student Space This area contains the media files
that faculty members will use for they hybrid
courses
Faculty SpaceRestricted Space This area
contains the shared resources by/for faculty
members from Triton, Truman, and Kankakee
Blackboard/Web CT This are is used currently for
- Gradebook- Online Discussions- Document
Postings- Announcements- Digital Submissions
Accepted File Formats for Sharing RTF, DOC, PDF,
PPP, FLV, SWF, GIF, JPEG, AVI, MPEG, WAV, MP3,
WMV.
21
Solutions to a Central Repository
  • The X-Drive
  • All faculty members involved in the project to
    share their electronic materials online.
  • Easy accessible without compromising other
    faculty members work.
  • Web as well as windows accessibility.
  • Search capabilities
  • Space capacity.

22
Solution to a Portal
23
Solutions to a Central Repository
24
Conclusion
  • All systems (current and new) are able to
    coexists and provides an easy user interface.
  • Selected students were prepared to take the class
    with good knowledge in technology.
  • Faculty members were also prepared to handle new
    additional technological implementations.
  • A portal for all faculty and students as gateway
    to other resources.
  • A central repository for all faculty members only
    to share their course modules with other members.

25
KCC Contributions
  • Evaluation of opportunities for Online courses
    within the department
  • Three faculty members involved in content
    creation in conjunction with the Director of
    Instructional Technology and Alternative Delivery
  • Plans made for integration of online material
    into Practical Nursing program, Transition LPN-RN
    program, Registered Nurse Program.

26
KCC Contributions
  • Content Modules created
  • Nursing Process
  • End of Life Care
  • Gerontology
  • Psychiatric Nursing
  • Cardiac Arrhythmias
  • Pharmacology

27
KCC Contributions
  • Content Modules included
  • Powerpoint presentations with printable slides
    and Powerpoint Producer created for each module.
  • Discussion boards
  • Quizzes and Examinations in Respondus
  • Video clips of nursing assessments and patient
    care
  • Games and activities

28
KCC Contributions
  • Created content modules were utilized in the
    Summer and Fall of 2005 at KCC in four RN
    courses, one LPN course and the Transition
    program. Use of the grant funding allowed these
    courses to become hybrid courses by the colleges
    definition, creating more flexibility for the
    student and meeting the demand to integrate more
    technology into the curriculum.

29
KCC Contributions
  • Equipment purchased by the grant included
  • Laptops for the department, equipped with
    Powerpoint Producer and Respondus
  • Adobe Acrobat and Macromedia software
  • Digital camera
  • Apple G5 for Video editing
  • CD and DVDs for the creation of
  • Wireless Access point and Router
  • DVD produced with videos for purchase at LULU

30
Truman Colleges Contribution
  • Course development team established which
    consisted of
  • Nursing faculty
  • Instructional Technology designers
  • Information Technology support
  • Administrator

31
Truman Colleges Contribution
  • Needs for exploring similar programs
  • A site visit to Broward Community College in
    Florida guided the course development team (400
    online nursing students )
  • A site visit to Rio Salado in Arizona helped the
    faculty members get a better idea about their
    hybrid nursing program (nationally 300 students
    with 3 FT faculty, NLNAC accredited to run
    distance education program in IL, adjuncts from
    local clinicals)

32
Truman Colleges Contribution
  • Equipment needs were determined
  • Purchased laptops, software, scanner, printer,
    video camera, still camera, and a projector using
    grant funds
  • Purchased server space for all faculty to share
    their final materials
  • Allocated an office space for team members to
    develop and test content for the hybrid course

33
Truman Colleges Contribution
  • Nursing faculty worked with instructional
    technology team to develop content
  • Nursing faculty engaged in training
  • Modules were created for nursing academics
  • Complete online course created for NUR101
    Fundamentals of Nursing

34
Truman Colleges Contribution
  • Teaching scenarios videos were uploaded
  • Fundamentals of Nursing was offered in the Fall
    2006 to 27 students. Five students with tuition,
    fees and uniforms covered by the Hospital partner

35
Triton Colleges Contribution
  • Course development team established which
    consisted of
  • Nursing faculty
  • Instructional designers
  • Technology staff
  • Arts Sciences faculty with online expertise as
    mentors
  • Administrator

36
Triton Colleges Contribution
  • Content created
  • Management for PNs
  • Nursing decision making
  • Critical thinking content
  • Management for RNs
  • Nursing trends
  • Nursing academics
  • Videos professionals in practice teaching
    scenarios

37
Triton Colleges Contribution
  • Equipment needs were determined
  • Established a resource office with computers,
    software, scanner, video camera, still camera
    using grant funds
  • Purchased faster server with greater capacity to
    handle increased content and use of streaming
    video as well as increased student and faculty
    demand for access

38
Triton Colleges Contribution
  • Nursing faculty engaged in training
  • Nursing faculty worked with the design team and
    mentors to develop content
  • Modules were created which contained PPT, online
    discussions, discussion board topics,
    reinforcement activities.
  • Complete online course created for NUR190
    Preparation for the Practical Nursing Role

39
Triton Colleges Contribution
  • Practicing nurses were interviewed at their place
    of employment and video was dropped into the
    course.
  • Teaching scenarios were also created and
    videotaped on related topics
  • NUR190 was offered in the Summer 2005 to 29
    students with tuition and fees covered by the
    grant. Students participated in formative an
    summative evaluations of the course.

40
Benefits and Challenges
  • Over 200 students in three different colleges are
    experiencing a hybrid nursing course.
  • Hospitals that participate can help share the
    burden of sustaining nursing programs.
  • Faculty are inspired to create more courses.
  • Retention issues related to online courses in
    general.
  • Creation of online content requires additional
    time, technical support and financial support for
    faculty who are often already over-extended.

41
Benefits and Challenges
  • Can expand capacity beyond that of the
    traditional program model
  • There was collaboration between three schools
    that otherwise would not have occurred.
  • Aids students who have time constraints.
  • Common vocabulary
  • Facilitating communication
  • Need to be flexible during development
  • Some content may not be appropriate
  • Does the school have enough space in their
    platform?

42
Benefits and Challenges
  • The design team concept fosters collaboration
    with faculty from other disciplines that
    otherwise might not have occurred

43
QUESTIONS????
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