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Exhibit Design
Edible Journey: Food School
Objective: Implement exhibit design process that meets learning objectives while providing consistency for exhibit developers.
Solution: Use the ADDIE model as a framework for exhibit development.
ADDIE ModelAnalysis: • Target audience: K-5th graders and their families.• Learning Objective: Educate the public about the paths their food takes from farm to table and meet education standards.• National Science Education Standards: Content Standard A, Science as Inquiry; Content Standard C, Life Science Design: • Exhibit stations were designed using established cognitive learning theory, specifically Lev Vygotsky’s concept of the zone of proximal development (ZPD). • ZPD is the difference between what learners can understand on their own and what they can understand with help. Development:• Large, colorful exhibit furniture captures visitors’ attention and was developed using a multimedia approach to deliver information visually, audibly, and with text. Hands-on activities reinforce learning.Implementation:• Exhibits traveled to museums and public events throughout the US. Evaluation:• Formative and summative data was gathered from visitors via kiosk-based surveys. Results from the survey indicated positive responses to the exhibit content in the areas of cognitive, affective, and behavioral change.
Authentic Learning Within an Online Course
RN to Client/RN to RN Video Assignment
Objective: Reimagine the use of drug cards for Pharmacotherapeutics for Nursing Practice course.
Solution: Create an authentic learning experience that extends learning beyond the facts normally found on a drug card.
Description: This assignment is intended to build students’ knowledge around medications, develop skill in assuming the RN educator role, and learning from peers. To accomplish this, students will create two teaching videos during the semester. One video will be an RN to client medication teaching video and the second video will be an RN to newly licensed RN medication teaching video. Language used will be different when the RN is teaching a client or a peer. Students will be assigned to a group and each student will choose a different medication to use in each of their teaching videos. When thinking about what information to include about the drug, think about what a nurse or a client needs to know about the drug to be safe. Include the following information and save as a Word document to share with your classmates in the separate discussion board (this document will replace drug cards): • Generic name and therapeutic class• Action (put in appropriate level of language for the intended audience)• Indications for use• Most common and serious adverse effects• Required monitoring (if needed)• Contraindications and cautions• Nursing considerations (RN- RN Teaching)• When to contact the provider Students will be divided into groups and each student will choose a medication from the list provided. Based on the selected medication, students will record a video that is no longer than 3 minutes in length. Students should write out a script and read it out-loud to time it so that it does not exceed 3 minutes. Practice it until it sounds professional, and then record it. The following tips for making a professional teaching video will help you produce a good video. • Position the camera (on your phone or computer) slightly above your eyes so you look slightly up at it and look right at the camera; avoid looking down at the camera. You want the recording to include your face and part of your torso. Avoid sitting in front of a window (causes glare) and have an uncluttered background• Do not play with other items (e.g. your hair or glasses)• Use the built-in microphone on your device; not a headset• Smile and speak at a reasonable speed using appropriate medical/nursing terminology for your audience (client or a newly licensed nurse) but rephrase difficult concepts using your own words.• You do not need to memorize your script and you should not read it word for word off your notes
Description: This assignment is intended to build students’ knowledge around medications, develop skill in assuming the RN educator role, and learning from peers. To accomplish this, students will create two teaching videos during the semester. One video will be an RN to client medication teaching video and the second video will be an RN to newly licensed RN medication teaching video. Language used will be different when the RN is teaching a client or a peer. Students will be assigned to a group and each student will choose a different medication to use in each of their teaching videos. When thinking about what information to include about the drug, think about what a nurse or a client needs to know about the drug to be safe. Include the following information and save as a Word document to share with your classmates in the separate discussion board (this document will replace drug cards): • Generic name and therapeutic class• Action (put in appropriate level of language for the intended audience)• Indications for use• Most common and serious adverse effects• Required monitoring (if needed)• Contraindications and cautions• Nursing considerations (RN- RN Teaching)• When to contact the provider Students will be divided into groups and each student will choose a medication from the list provided. Based on the selected medication, students will record a video that is no longer than 3 minutes in length. Students should write out a script and read it out-loud to time it so that it does not exceed 3 minutes. Practice it until it sounds professional, and then record it. The following tips for making a professional teaching video will help you produce a good video. • Position the camera (on your phone or computer) slightly above your eyes so you look slightly up at it and look right at the camera; avoid looking down at the camera. You want the recording to include your face and part of your torso. Avoid sitting in front of a window (causes glare) and have an uncluttered background• Do not play with other items (e.g. your hair or glasses)• Use the built-in microphone on your device; not a headset• Smile and speak at a reasonable speed using appropriate medical/nursing terminology for your audience (client or a newly licensed nurse) but rephrase difficult concepts using your own words.• You do not need to memorize your script and you should not read it word for word off your notes
Learning Game App
Hellbender Havoc!
Objective: Extend learning beyond physical exhibit.Solution: Create mobile learning app that supports learning at home and in the classroom.
The exhibit A Salamander Tale was designed using the ADDIE and ARCS models to frame exhibit content and was successful as a traveling exhibit. The mobile game Hellbender Havoc! was developed to extend the exhibit learning into homes and classrooms and is integrated with the Hellbenders Rock! lesson plan. Users learn that hellbenders’ diets consist of fish and crawfish; that hellbenders are vulnerable to algae blooms and pollution; and that anglers should cut the line should they hook a hellbender while fishing. Available in the Apple Store and Google Play.
Download at: https://play.google.com/store/apps/details?id=edu.purdue.HellbenderHavoc&hl=en_US&gl=UShttps://apps.apple.com/us/app/hellbender-havoc/id1137718163
Online Discussion Board
K-W-L Strategy for Online Discussions
Objective: Create meaningful discussions within an online course that meet institution's requirements for continuous reflection.
Solution: K-W-L discussion boards foster reflection and social interaction while providing instructors with formative feedback.
The KWL strategy is a one frequently applied to reading (Ogle, 1986). However, KWL is also effective as a method for encouraging student engagement within a course or curriculum. The strategy asks students to report prior knowledge of the subject (Know – the K in KWL). Students then report what they want to learn about the subject (Want to know – the W in KWL). During or at the end of the course, students report what they think/feel about what they learned in the course (the L in KWL). In summary:• K – What do you know?• W – What do you want to know?• L- What did you learn?
At the beginning of the course:The strategy engages students by asking them open-ended questions, such as, “What is the extent of your knowledge of or experience with family-centered or pediatric nursing?” and “What do you want to learn in this course and how do you expect it will influence your professional practice?”The initial questions encourage students to open up about their personal experiences and opinions and help students get to know one another through a discussion of their similarities and differences. The questions also allow students to set their own goals for their learning. Responses to the W question serve as an additional point of accountability; “end-of-semester students” are accountable for the ambition of “beginning-of-semester” students. Responses to the initial questions also provide insight that can guide instruction throughout the semester. If students have a basic understanding of the subject, the instructor may spend less time on foundational concepts and more time on sophisticated concepts.
Periodically or at the end of the course:Open-ended questions for the L response should tie back into the W question. For instance, “What did you learn that changed your thoughts or feelings about your professional practice?” and/or “What did you learn that was unexpected or surprising to you?” Responses to these questions should provide rich, personal anecdotes that foster a round of insightful discussion for students.
Connecting Instructional Strategy to Motivational Strategy:The KWL strategy aligns well with the ARCS model of motivation (Keller, 1987), which stands for:• Attention• Relevance• Confidence• Satisfaction
The ARCS model serves as a check for instructional strategies to confirm and support intentionality and supports the use of the KWL strategy in discussions in the following ways:
Attention:
- Is student-centered.
- Allows students to respond to and ask questions of each other. -Uses questions to spark curiosity.Relevance:
- Connects course materials and instruction to future goals. -Incorporates students’ experiences. -Allows instructor to focus on student needs.
Confidence:
- Encourages students to picture themselves as practicing professionals.
- Provides a forum for students to discuss their strengths.
- Encourages students to form realistic goals. -Allows instructors to tailor content to student needs.
Satisfaction:
- Students’ personal stories and peer-to-peer responses create a sense of community. -Instructor’s comments may include supportive remarks and praise for achieving initial goals.
Conclusion:KWL and ARCS provide frameworks that foster student interaction, elicit information about prior knowledge and changes in attitude, and increase intrinsic motivation by encouraging students to consider their goals for the course and their professional practice. These strategies can apply throughout the semester. After a KW discussion conducted during the first week, L discussions can occur at intervals throughout the semester. For instance, the first L discussion board could cover the modules up to Exam 1, the second could cover modules up to Exam 2, and so on. This would provide five (or six, if a final L discussion is scheduled) discussions throughout the semester, which is a more practical, intentional use of the instructor’s time than a weekly prompt/response structure. As an added benefit, K-W-L discussions can serve as formative feedback for instructors as students share what they would like to know more about as the course progresses. References:Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39: 564-570.
Conclusion:KWL and ARCS provide frameworks that foster student interaction, elicit information about prior knowledge and changes in attitude, and increase intrinsic motivation by encouraging students to consider their goals for the course and their professional practice. These strategies can apply throughout the semester. After a KW discussion conducted during the first week, L discussions can occur at intervals throughout the semester. For instance, the first L discussion board could cover the modules up to Exam 1, the second could cover modules up to Exam 2, and so on. This would provide five (or six, if a final L discussion is scheduled) discussions throughout the semester, which is a more practical, intentional use of the instructor’s time than a weekly prompt/response structure. As an added benefit, K-W-L discussions can serve as formative feedback for instructors as students share what they would like to know more about as the course progresses. References:Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39: 564-570.