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Nursing Professional Development on Mobile Learning and Microlearning
Peggy Semingson discussed mobile learning and microlearning strategies for student engagement. Mobile learning uses portable devices and wireless networks to allow teaching and learning to extend beyond the classroom. Microlearning involves short bursts of information followed by opportunities for interaction. Semingson provided examples of creating short podcasts, videos, and other mobile-friendly content to supplement traditional lectures. She also discussed tools for creating and assessing microlearning content and solicited ideas from participants on how to apply these strategies in their own teaching.
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Nursing Professional Development on Mobile Learning and Microlearning
- 1. Current Topics inAcademic Nursing: Implications for Clinical, On-Line and Classroom Nurse Educators Mobile Learning and Microlearning for Student Engagement Peggy Semingson, Ph.D., Associate Professor Department of Curriculum and Instruction The University of Texas at Arlington [email protected] Follow me on Twitter, YouTube, and LinkedIn!
- 2. Background/Digital Interests Teaching atUTA since 2008 Teaching all online since 2013 Within online teaching, interests in: • Personalized and engaged learning • Digital outreach • Mobile learning and microlearning • Multimodal ways of learning (e.g., YouTube, podcasts) • Digital mentoring • Webinars and synchronous • Predictive analytics and nudges (Civitas) • Professional learning communities • Connected learning • And more…..!
- 3. Objectives and Mini-Agenda Objective •Learners in this session will compare and evaluate different methods to create mobile based and microlearning multi-media teaching tools such as micropodcasts and short videos in order to be able to apply learning to their own teaching settings with discussion of possible implementation and modifications in their teaching contexts. Learner Engagement Strategies: Lecture Dialogue/discussion Self-check/Reflection Q&A
- 4. What is mobilelearning? What is microlearning? Prior knowledge and dialogue • Discuss with a neighbor what you already know about mobile learning and/or microlearning as it relates to nursing education. Post your answer to the Padlet: You can work in partners to post!
- 5. Let’s DO mobile learning Optional: 1.Post to Padlet during and after session or 2. Post to Twitter: • Post a tweet of something you learned or want to try and tag me (@PeggySemingson) and @utarlington. • Optional hashtag: #nursing
- 6. What is mobilelearning? • “Using portable computing devices (such as iPads, laptops, tablet PCs, PDAs, and smart phones) with wireless networks enables mobility and mobile learning, allowing teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives instructors and learners increased flexibility and new opportunities for interaction.” • Source: https://library.educause.edu/topics/teaching-and- learning/mobile-learning
- 7. Millennials and cellphones http://www.pewsocialtrends.org/files/2010/10/ millennials-confident-connected-open-to- change.pdf http://www.pewinternet.org/2014/09/10/younger- americans-reading-habits-and-technology-use/
- 8. Mobile learning andnursing education • Example: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4708067/ • “The intervention group showed significantly higher levels of learning motivation and class satisfaction than did the control. Of the fundamental nursing competencies, the intervention group was more confident in practicing catheterization than their counterparts. Our findings suggest that video clips using mobile devices are useful tools that educate student nurses on relevant clinical skills and improve learning outcome.” • Comput Inform Nurs. 2016 Jan; 34(1): 8–16. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education A Randomized Controlled Trial • Nam-Ju Lee, PhD, Sun-Mi Chae, PhD, Haejin Kim, MSN, Ji-Hye Lee, MSN, Hyojin Jennifer Min, MSN, and Da-Eun Park, MSN
- 9. What is microlearning? •Short bursts of information (microcontent), which is often followed by an opportunity to interact and retrieve information such as a short quiz or chance to post short written commentary. • “According to Hug (2010), microlearning overlaps theoretically and in practice with the topic of mobile learning. Microlearning experiences, for instance, can include short bursts of asynchronous learning such as brief readings of digital text(s), a brief video segment followed by a 2-3 question quiz, or a micropodcast. Instructors can use microlearning in flexible and fluid ways within, or in addition to the regular course content.” • Source: Semingson, P., Crosslin, M. & Dellinger, J. (2015). Microlearning as a Tool to Engage Students in Online and Blended Learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 474-479). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/150037/.
- 10. Microlearning and cognitiveload theory • Connected to “just-in-time” learning. • Cognitive load theory (Sweller, 1988) suggests that learning should be kept simple. • Useful infographic: click here. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
- 11. Short podcasts (micropodcasts) •Lectures (1-5 minutes) with links to web- based content • Dialogue-style micropodcasts • Reminder or overview micropodcasts Mine are also open access (OER) You can locate, remix, or build your own content!
- 12. Microlectures • SoundCloud • Instructor-authored content •Playlists • Mobile app • Three hours of free content • Easy to upload
- 13. Dialogue/interview style micropodcasts •Non-scripted • Can be focused with course content • Can be mentor-focused • Video can be used or audio-only • Consider doing a series • Podcast mic and Zoom or phone (voice memo feature)
- 14. Some tools for(short) podcast creation….. • Tools: Tellagami (avatar); VoiceThread; Screen-cast-o-matic Tool Purpose Example Notes Tellagami (app) Short cartoon-like avatar with your voice. 60-90 brief overview. • Make a 90 second overview to an online module • Introduce an assignment with specific tips and cautions. iPhone only Easy to quickly make on your phone. Can re-used VoiceThread (app) Can make visually- focused podcasts using images. • Do a short overview of the entire course with images. • Do an instructor bio for students. Get ideas from their webinars and blog: https://voicethread.com/blog/ Screen-cast-o-matic Record your screen. Can include video. • Walk students through an assignment. • Voice-over PowerPoint Very versatile. Great for walking students through assignments.
- 15. YouTube (creating and/orcurating content) Professor-authored content *2,400+ subscribers & 1.3+ million minutes viewed. Student-authored content
- 16. Traditional lectures tosupplement, enrich, or review • Email • Embed • Optional or required • Post on discussion board for threaded dialogue/response
- 17. Lecture Videos Microlecture Dialogue videowith a colleague
- 18. More advanced editingtools • Adobe Premiere (audio editing and video editing). “Adobe Premiere Pro CC is a rich, comprehensive video editing tool for beginners to professionals. Premiere Pro is available through Adobe Creative Cloud.” We can access this via the software center at UTA. • Camtasia (can add captions, etc.) • Other ideas?
- 19. Creating playlists: example •Lesson planning video series • Reusable content • Easily viewed on a mobile device • Will re-do the live webinars each fall. **Can curate playlists of other publicly available content (preview it first!).
- 20. Assessing microlearning • Shortquizzes or short reflections on Blackboard following each micropodcast. • Students discuss micropodcast content as part of a larger discussion board reflection • Students create their own micropodcast and/or multimedia content. • Interactive video with built-in quizzes
- 21. Debrief #1 Debrief anddiscussion #1: What are your thoughts so far? What are the benefits and downsides to mobile learning? Jot down a few notes first, then check in with a colleague!
- 22. Examples of mobilelearning and apps (beyond microlearning) • Productivity tools • Blackboard Collaborate webinars can be accessed via the mobile app • Blackboard mobile app • View recordings and webinars using a mini-tripod stand
- 23. Mobile-learning examples Productivity Tools/Apps •Google Drive • Speech to text apps • Google Calendar • Quizlet for reviewing terminology Social Media • Example-curating content on Pinterest or having students follow professionals on Twitter.
- 24. Mobile-learning examples Blackboard mobileapp View recordings and webinars using a mini-tripod stand
- 25. My own futuregoals with mobile learning and microlearning • Interactive practice quizzes using Quizlet • More podcast series (master’s students with “top five tips for preservice teachers) as digital mentoring. • Will introduce a “Learning with social media” and “DIY PD through social media” module in my online teacher preparation courses.
- 26. Future goals withmobile learning (continued): • Build students’ confidence and awareness of possibilities of social media for professional use (modeling and practice) • Ideas on right from Dr. Kathryn Pole (UTA) • What are your future goals with mobile learning?
- 27. How to embedinteraction and assessment tools with microlearning Micropodcast Example: Elementary Literacy (Preservice) • Aligned with standards and sub-standards w/literacy • Scripted & Scripts provided for students • Streaming (SoundCloud) • Embedded • 4-8 per two-week session • 1-5 minutes per micropodcast • Reflection • Can also be used as remediation or enrichment.
- 28. Recap: Some connectionsto your course (varying purposes) Media Type Purposes Podcasts and Micropodcasts *Many examples on iTunes • Introduction to course or instructor bio/intro • Microlearning on a concept • Overview of an assignment • Commentary on a debated issue (stimulus for class discussion) Video • Introduction to course or instructor bio/intro • Microlearning on a concept • Overview of an assignment • Commentary on a debated issue (stimulus for class discussion) • Dialogue video with colleague (with zoom) Screencast • Overview of an assignment • Elaboration on a website/websites/resource • Lecture with short PowerPoint
- 29. Debrief #2: Thoughtsso far? • What are your thoughts so far?
- 30. Application (~8-10 minutes) •Application: In small groups, brainstorm how you might apply this to your own teaching. Plan several lesson ideas or some tools/apps that you can plan and incorporate into your courses. • Use the handout. • Optional: Post to Twitter or Padlet
- 31. Debrief #3: Share-Outof Ideas • What ideas might you apply to your current teaching? • What ideas are you already using? • What tools or resources do you need? • Are your students open to this way of learning?
- 32. Wrap-up dialogue (~5minutes) • How might you find out what tools students can use and would be open to? (e.g., survey) How can you find out what tools you recommend are useful to students? Optional: Post to Padlet
- 33. Exit ticket (email) Oneor more thing you learned and/or that caught your interest Any questions/comments [email protected] Or post to Twitter: Post a tweet of something you learned or want to try and tag me (@PeggySemingson) and @utarlington. Optional: Hashtag: #nursing Or post to Padlet: