Reflecting on Visual Learning

This chapter was interesting to me b/c so many of our students describe themselves as visual learners. In the classroom this is easy to accomplish using pictures, ppt, presentations, and videos. I have also been trying to incorporate more students drawings and concept/mind maps this year. We are also looking at purchasing access to online video libraries rather than purchasing individual hard copies of videos. This will enable students to have access to the video at home and the library will be continuously updated.
While I feel that I am meeting the needs of visual learners in the classroom, I am behind in meeting these needs in my virtual community. I have incorporated ppt slides with pictures into my modules to help with this problem, but I am struggling to think of other items to key in visual learners. My project VLC is a blended course and many of my face-to-face strategies are visual, partiularly the use of videos to explain the NCLEX exam and to model professionalism in nursing. I have thought about adding an embeded video to my online portion, but I am afraid that this may begin to overwhelm the students with material. They only have 3 weeks to complete the course and they have quite a bit of material to cover in that time. Practical Nursing moves very quickly and only 1 classroom day is dedicated to this course, after that.....the student is all online for Nursing Concepts II, but they begin med-surg at the same time.
Do any of you have suggestions to increase the appeal of a virtual community r/t professionalism (job search, OBN rules) for visual learners? I would love to hear all of your thoughts.
Have any of you used online concept mapping with your students? How did it turn out? I have students create concept maps with markers, pens, etc..., but I have been hesitant to use the computer programs b/c I am afraid that they will become so involved with the technology that they lose focus on the material that they are mapping?
I guess that this is enough questioning for now. I seem to have more questions at the end of the semester than I did at the beginning....Does that mean that I am smarter or.....? I certainly know a lot more about online instruction than I ever dreamed I would!!!
Thanks :-)
Jammie

The light comes on!!!

I am blown away by the amount of knowledge that we are gaining this week. How I wish that I had know 1/10th of this when I started teaching!!! I must admit that chapter 4 was a little overwhelming for me. As I was reading....I kept thinking about my project and thinking.....I will be doing this for the next 3 months :-) The example about the PB & J sandwich was helpful and funny all at once. It reminded me of an activity that was used while I was in middle school. The teacher had all of the supplies and then asked a student to tell them step-by-step what to do to make the sandwich. They allowed 2-3 students to attempt to give instructions, but the sandwich always ended up to be a disaster b/c the teacher would only do EXACTLY what they were told, much like the example in the text. This activity stuck with me and I use it to illustrate to students that when preparing a plan of care that will be passed on to the next nurse, they can not assume anything....write it in clear, specific terms. Why would anything less be expected of educator attempting to prepare a plan to teach students new material?
Chapter 5 is an invaluable tool. The boxes with lists of applicable verbs for specific types of objectives and the many, many examples have helped me to finally understand the objective writing process. No longer is it an abstract concept that I try to understand. I now feel that I will be able to write clear objectives for my project if only at the novice level. I have placed many tabs over these pages to refer to for my design project and for future reference in planning objectives and teaching strategies!!!! I am again reminded of the nursing process. We stress the need for observable, measurable goal statements (the objectives) with specific interventions (teaching strategies) to meet this goal. There is also distinction between short-term and long-term goals.
The decision on how to sequence material has been bouncing all over in my brain since I first began plotting an online course. How do I decide how many modules to have?? How do I decide what belongs in the modules??? And, how do I decide what order to put the modules in???? Chapters 5 and 6 have been particularly helpful with these types of decisions. I feel like the learning-related sequencing may be great for my project. One reason why I like it is that it fits with so many of the learning theories that we have been studying in the sense that it is very student-centered. How would the student like to have the material presented? Starting the course with a topic that students will be interested in, like resume building will probably attain higher levels of enthusiam than starting with a unit in nursing law.
Chapter 7 has helped me to understand that there is more than one step that must be planned for each objective. I think that in the past I may have failed to fully consider the initial presentation ahead of time. Initial presentations of pictures or samples reinforce what I have read in the Bonk and Zhang text regarding the importance of providing sample documents for students. I have done some of this in the past, but I had never really thought about why it is important to do so. I must admit that in this chapter I started to feel a little overwhelmed again when trying to conceptualize how my objective would fit into the expanded performance-content matrix and what prescription to use. It is amazing the amount of thought and effort put into even the simplest learning objective.

Reflective Summary 2

Reflective Summary 2
Jammie Blankenship
Question 1
I have chosen to reflect upon the “Cornucopia” case study from CSCL2, chapter 12 (Koschmann, Hall, & Miyake, 2002). In this case study undergraduate plant genetics students utilized hand held computers to conduct and analyze field research regarding10 varieties of corn. After collection of field samples and data was completed data from all groups of students were compiled on a lap top and uploaded to the course website. In this case study both hand held and desk top computers, as well as internet sites, were utilized to facilitate learning.

Hand held computers supported the teacher’s strategy of student-centered, problem-oriented learning and collaboration through student data collection, discussion, and analysis. The teacher provided software on the hand helds to facilitate accurate data collection and analysis, but did not provide the students with answers. Therefore, the students were responsible for solving this problem. Compiling the data on the course website assisted in promoting problem-oriented, collaborative learning through online discussion and analysis of results. The use of an online discussion site further supports collaboration and reflection because students can read and reply to current or past discussion posts (Bonk & Zhang, 2008).

Online collaboration promotes active learning based on adult learning principles and encourages metacognition (Renninger & Shumar, 2002). Online group discussion was used to support the instructional strategy of “making evident the iterative progression of learning”. Iterative learning purports that students learn because they develop questions and then theories about new information which leads to more questions and theories (Koschmann, Hall, & Miyake, 2002). It is through this continuous cycle that students grow and develop with deeper knowledge and critical thinking abilities. Asynchronous discussion through the online site was also used to “make student thinking focal”. Communicating and collaborating in an asynchronous manner permits students time to gather data and synthesize knowledge before posting comments or responses. This is particularly helpful for students who are shy or observational learners (Bonk & Zhang, 2006).

The use of a class website and hand held and desktop computers allowed the students to actively acquire new knowledge while the instructor assumed the role of facilitator. According to Morrison, Ross, & Kemp (2007), adult learners prefer a more self-directed learning approach in which the instructor serves to guide their learning. In this case study the technology served as a tool to facilitate student attainment and synthesis of knowledge and the instructor served to assist and keep them on track during the process.

Question 2
The community that I began discussing in my first Reflective Summary is a virtual learning community for teaching Practical Nursing students. I have specifically been discussing the development of a role transition course using a combination of synchronous and asynchronous methods. The primary technology that I would use is the EVOLVE website. Evolve is essentially the same platform as ANGEL, with a different name. EVOLVE will scaffold interaction, collaborative learning, and community building through the use of discussion boards, blogs, and wiki resources.

The wiki resource, in particular, will be used to scaffold knowledge construction in this community. I have just leaned of the wiki feature on the EVOLVE site and have not had the opportunity to explore it yet. If the wiki resource in EVOLVE is not comparable to the PBwiki that I developed for Case Study 2, I will utilize PBwiki in addition to the EVOLVE site. As I wrote in Case Study 2; “Wikis support a sociocultural learning approach through student and instructor collaboration on projects.” “Students learn by completing their own tasks and also through collaborating, revising, and providing feedback on other students work. According to Activity Theory, wikis promote student participation and active learning thus transforming the teacher-student relationship, changing the teacher from “expert” to “guide” and preparing students to work in “real-world” settings (Hall, Koschmann, & Miyake, 2002).”

In the role transitions course that I would like to develop a wiki will be used to collaborate and share resources (podcasts, etc..) and to develop documents (resumes and cover letters) as described in the following excerpt from Case Study 2. “Utilizing a wiki allows instructors to meet learning needs in all four of the methods depicted in Bonk & Zhang’s (2006) R2D2 Model. The students can listen to the podcast about composing and delivering resumes and cover letters and post comments or questions about the material presented. Students can search the internet and add new podcasts, templates, or other materials that they feel would be useful in learning to develop as professional nurses. I have posted a sample resume and will post sample cover letters as this facilitates knowledge development in reflective and observational learners (Bonk & Zhang, 2007). Students will be assigned to groups of five to six members and they will help build and critique each other’s work.”

Blogs will be used in the role transition course to create a journal of student interview experiences. Each student will make blog entries and be required to post comments on at least 4-5 other student blogs. The instructor will participate in blog discussions to guide conversation toward meaningful learning rather than simple supportive commentary. Blogging enhances critical thinking and active learning, and promotes reflection and synthesis of knowledge. In Case Study 2 I wrote “Reflective journaling encourages students to think deeply, and to identify and analyze information, as well as, their own strengths and weaknesses (Dunlap, 2006).” This type of reflection will be particularly useful to help students learn from interview experiences and develop as professionals.

Discussion boards will be used for class discussion including questions regarding assignments or to post responses to scheduled discussion activities. One activity that can be used on the discussion board is an activity in which the student must answer a bizarre multiple choice interview question with rationale. I will present the question and have each student post their response before proceeding to reveal the interviewers true intentions. After I reveal the meaning behind each of the answers more discussion is inevitable as students will want to argue their decision. This will facilitate the process of iterative learning and professional growth.

There are many theories that support the technologies that I would like to use for my project. Blogging, wiki’s, and discussion boards all facilitate interaction between community members. According to Social Cognitive theory, learning occurs through social interactions that develop into deeply meaningful knowledge (Jones & Bronack, 2007). The chosen technologies are also supported by Dewey and Tanner’s theories due to the focus on active learning. Dewey’s contends that when people learn through “doing”, the knowledge acquired is more meaningful while Tanner purports that knowledge gained through active learning develops critical thinking and application of knowledge (Koschmann, Hall, & Miyake, 2002). Adult learning theory also supports the use of online technologies because students will be active participants in their learning while the instructor will be a guide.

References

Bonk, C. & Zhang, K. (2006). Introducing the R2D2 Model: Online learning for the diverse learners of the world. Distance Education, 27(2), 249-264.

Bonk, C. & Zhang, K. (2008). Empowering online learning; 100+ activities for reading, reflecting, displaying, and doing. San Fancisco, CA: Jossey-Bass.

Dunlap, J. (2006). Using guided reflective journaling activities to capture students’ changing perceptions. TechTrends, 50(6). 20-26.

Hall, R. P., Koschmann, T., & Miyake, N. (Eds.). (2002). CSCL@: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates.

Jones, J., Bronack, S. (2007). Rethinking cognition, representations, and processes in 3D online social learning environments. In Gibson, D., Aldrick, C., & Prensky, M. (Eds.). Games and Simulations in online learning: research and development frameworks. (pp 89-114). Hershey, PA: Information Science Publishing.

Morrison, G., Ross, S., Kemp, J. (2007). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.

Renninger, K. & Shumar, W. (2002). Building virtual communities: learning and change in cyberspace. Cambridge, MA: Cambridge University Press.

Techno learning

Chapter 5
3-D technologies are particularly helpful in encouraging and supporting a social environment or the social aspects of learning. This is because members feel as if they are "in" the community b/c of the detailed visual aspects of this technology. Members can create avatar's or computer simulations of themselves and the community can take the form of lakes or buildings rather than computer screens with words flashing across them. This type of technology would be useful in lieu of a traditional discussion board or chat room to promote continued participation and interest in the site. 3-D technologies can be used for large or small groups in both synchronous and asynchronous settings.
The method used by ASU IT was very interesting and did seem to promote social interaction more than any other model that I have read about thus far. The site is open to all students taking the same class, even if they are in different sections of the class. Previous students were also encouraged to participate and some did. This was an interesting approach b/c it enabled students to form bonds and to have communications with people (fellow students and instructors) that they would not have had access to in different circumstances.
This chapter identified many theories that support learning as a social process. If learning is a social process, then 3-D technologies would certainly prove invaluable tools for facilitating social interactions and the development of social ties or relationships b/w members. Theories that support the use of 3-D technology in learning include:

1. Situated learning (Lave & Wenger)
2. Sociocultural (Vygotsky)
3. Cognitive apprenticeship (Brown, Collins, & Duguid)
4. Constructivism (Bruner)
5. Dewey's theory

All of these theories are used to form the cognitive scaffolding for 3-D technology in learning. Students become active participants, compelled to communicate with each other to complete naturally occurring tasks. It is through these interactions that meaningful learning occurs.

"Scientific Discovery Learning with Computer Simulations of Conceptual Domains"

This article discussed the difficulties encountered when using computer simulations in learning and methods of instruction that could be utilized to combat these difficulties thereby having a positive affect on learning.

The primary student problems or barriers to "scientific discovery learning" as identified by the authors include:

• Choosing only "safe" hypotheses
• Inability or great difficulty forming a hypothesis from given or collected data
• Poorly designed experiments that yield no data (may not even relate to the hypothesis)
• Inexperienced and inefficient experiment behavior (may not use of even know of all available tools and experiment designs)
• Tendency toward confirmation bias (work to prove hypothesis, discredit or disregard any data that does not prove hypothesis)
• Tendency to use an engineering experiment design (try to create the desired outcome rather than test the current hypothesis)
• Difficulty interpreting data (I have the info.....What do I do now? What does it mean?)
• Students have difficulty regulating their own learning process (They need structure. Do "A" first, next complete "B", etc..)

Instruction methods recommended to help meet the needs of students include:

• Providing access to "just in time" information during simulation. (This is the type of information used in Chapter 12 of CSCL 2 as well.)
• Provide additional assignments that support the instructional goal for the simulation. This can include guided questions or games. It was reported that students who learned using games ask more "what if" and "how" questions.
• If the model that you are presenting is complex, the authors recommend using model progression. Model progression is similar to constructivism in that you guide learners through simulation that begins at the novice level and builds in complexity to expert level.
• Structure the learning environment for the student. Break things into small "tasks" and then guide them through the learning experience. This is done by prompting them with questions or new "tasks" based on previous task.

Successful implementation of simulation leads to scientific discovery learning. Knowledge gained during discovery learning is instinctual and remembered longer than passive learning. This means that the student is more likely to be able to apply the knowledge gained in "real world" situations.

Jammie

Ideal Learning Community

My ideal virtual learning community (VLC) is a hybrid, using both synchronous and asynchronous methods to teach Practical Nursing (PN). Current studies of both secondary and vocational students participating in a VLC a hybrid format was more successful at promoting critical thinking and synthesis of knowledge than asynchronous learning alone (Hall, Hall, Koschmann, & Miyake, 2002). PN education is behind its higher learning counterparts in the area of on-line learning. With VLC’s becoming more prevalent in nursing education every day, PN must embrace this format and find ways to incorporate on-line learning into the curriculum.

The need for enhanced critical thinking skills in graduating nursing students has been discussed by me and my nursing classmates in our discussion posts and in our blogs. The Institute of Medicine, state boards of nursing, and the National Counsel all emphasize the need for critical thinking exercises throughout nursing education because new graduates require fully developed critical thinking skill to adequately care for increasingly complex patient populations (NLN, 2005). On-line learning activities create an active learning environment, requiring adult learners to be responsible for their learning while facilitating metacognition (Renninger & Shumar, 2002).
Many PN students have voiced interest in incorporating on-line learning into traditional classroom learning. The students describe many of the same advantages that the members of this class have in our blogs and discussions. The common advantages include: flexibility, decrease drive time, and decreased fuel expenses. As an instructor I would add that on-line learning communities also facilitate the development of critical thinking skills.

The biggest barrier to forming a successful VLC for PN students is a lack of support from school administration. Many members of administration strongly believe in traditional lecture learning settings and that students must be in their seats 6 hours a day, 5 days a week. This will be a difficult challenge to overcome. Documentation of enhanced critical thinking skills and successful hybrid programs would need to be presented to convince administration of the benefits of a VLC. Another potential barrier to a VLC, particularly at the PN level, is that students will enter the program with variable levels of computer knowledge and competency. Some students may require a more lengthy orientation to computers in general as well as navigating the VLC.

The community design that would best meet the needs of this my VLC is a task-based community. According to Riel and Polin (2004) a task-based learning community is a group working on a specific task(s) toward accomplishing a common goal in a specified time frame. My community is best classified as task-based because students will be assigned specific tasks toward the common goal of completing the course and becoming prepared for the transition to nursing practice. The course will also have a specific start and end date.

I would like to create a VLC on the Evolve platform (similar to Angel or D2L) in which PN students can participate in classroom discussions and turn in paperwork via the World Wide Web. To build this community, I will need to build one course at time. The course that I envision beginning the transformation to hybrid learning with is a role transitions course. This course typically is placed in the final level of PN education and is a course that could benefit from the increased depth of discussion that is possible using an asynchronous format such as discussion boards. Role transition courses prepare students to step into the role of professional nurses. They review the rules that govern nursing practice, learn about various nursing careers, review key components of professionalism, and how to develop a resume and portfolio.

The primary instructional strategies in my VLC would include project development, asynchronous and live classroom group discussions, and reflective journaling. Students would still need to come to class about once a week for face-to-face meetings and to submit a final portfolio. Resumes, cover letters, and letters of inquiry could all be submitted on-line for review before submitting with portfolio. Discussion boards could be utilized to discuss various topics including; nursing careers, Oklahoma Board of Nursing rules and regulations, and professionalism. It is particularly important for students to be actively involved in acquiring and understanding information regarding the Nurse Practice Act and an asynchronous discussion with mandatory participation would facilitate this. Blogs could be utilized for students to reflect upon their interview experiences and to learn from each other’s experiences.

Through the readings completed and class discussions read I have identified leadership and instructor participation as a critical aspect of VLC’s. Many of us have voiced frustration over previous experiences in a VLC with an instructor who is not enthusiastic and timely in course participation. In the text by Renninger and Shumar (2002) social interactions and relationships are stressed as being extremely important to the success of any online community. Polin and Riel (2004) also emphasize the importance of leader participation and organization in the success of a VLC. Because leadership and participation are consistently identified as critical for success, I would involve a teaching assistant in the course to ensure frequent and timely posts. I would also assign frequent, mandatory discussion and blogging to the students.

As I write this paper I am struck by the amount of new knowledge that I have acquired in just 5 short weeks. I have become an active member of an online community, outside of OUHSC, for the first time in my life. Blogging is no longer an abstract, foreign concept and I have my own blog site. My definition of community has evolved to include not only physical neighbors, but my online community as well. Although it will be a challenging process, I look forward to learning how to guide my students through online and classroom/clinical learning experiences and shedding my stagnant “sage on the stage” routine.

References

Hall, R. P., Koschmann, T., & Miyake, N. (Eds.). (2002). CSCL 2: Carrying forward the conversation. Mahwah, NJ: Lawrence Erlbaum Associates.

National League for Nursing (2005). The scope of practice for academic nurse educators. New York, NY: Author.

Renninger, K. & Shumar, W., (2002). Building virtual communities: learning and change in cyberspace. Cambridge, MA: Cambridge University Press.

Polin, L. & Riel, M. (2004). Online learning communities: common ground and critical differences in designing technical environments. In Barab, S. A., Kling, R., & Gray, J. H. (Eds.). Designing for virtual communities in the service of learning. (pp. 16-50). Cambridge, MA: Cambridge University Press.

Case Study #1-Examining Virtual Communities

Part A-Facebook

Introduction

I chose to study the Facebook (FB) community because I had been invited to join as a friend from one of my high school friends about a month ago. Of course, I am always too busy and had not responded to the invitation. In the introduction to this course FB was mentioned yet again. Not long after this course began I was speaking to a co-worker who told me that some employers were requesting to meet people via FB for job interviews. All of this mention of one community, that I had previously been completely unaware of, led me to choose this as the virtual community to explore for the first part of this case study.
To attain the full experience with FB you must become a member. I tried “lurking” but found that you can only search to find individuals in this manner. You must become a member and then a “friend” to gain access to member sites. Becoming a member was fast and easy. I was able to quickly enter a few facts about myself and upload some pictures as well. FB instantly compiled a list of members that I might know based on my profile information. I was amazed by the number of high school friends that appeared. Initially I became frustrated that I could not view their sites without becoming a “friend”, but I quickly realized that this is the community’s method of providing some protection of member privacy. I now have my own FB page with friends that I have made initial communications with. This has truly been an amazing experience for me as I grew up in Washington State and have lost touch with most of my former friends over the years. Thanks to FB, I can see them all again!

Analysis

FB is primarily a social community used to communicate with friends or family near and far. Members create profiles with as much, or as little, information about themselves as they choose to provide. There is an option to upload photos that can be divided into albums for “friends” to view. Members are placed into various groups, based on their profile data, that may help locate old friends or make new friends with similar interests. The primary form of communication appears to be posting to the member wall. I was able to view photos of my friends’ families and post comments to their walls. There is another type of post that always begins with “Jammie is”. Through this post you quickly let others know what you are doing right now. There are also chat functions and you may include personal contact information, if you choose to.
This community relies on the participation of current members and the recruitment of new members to stay alive. The recruitment technique is extremely smart and simple. Current members can link to their e-mail address books and easily invite any of their contacts to join their FB. The search features of the site allow members to quickly and easily locate other FB members to join their page.

Conclusions

FB is easy to navigate and is highly successful in meeting the needs of its target population. The technology on the site is easy to use for even novice community members. This type of community will change forever the way in which we communicate with each other as a society. The days of letters and even regular e-mail contact seem to be disappearing faster than ever. We don’t have to wait to see the pictures of the new baby or even plan a trip to visit. Today, we can just go to their FB page and have immediate access to anything that our friends and family wish to share.

Part B-Tapped In

Introduction

I chose to explore Tapped In (TI) for the second portion of this case study. In a previous course I explored learning repositories like MERLOT and Wisc-Online so I wanted to log onto a different type of site this time. I had initially chosen the WISE site because I had read about it in the previous readings. The WISE site will not allow you to view its material without becoming a member and I had difficulty getting an account set-up. In true modern fashion, I am an impatient person and I did not want to spend a lot of time trying to access a site that may or may not interest me. So…I moved on to TI.
I chose to sign in to the TI site as a guest, “lurking” through the site to gather my data. Guest’s have some limitations to their access, but I was able to explore different buildings and get a feel for the site. I immediately liked the information regarding the availability of the IT department. I also thought that the design concept for this site was novel. I liked the campus with different buildings, floors, and rooms.

Analysis

TI is a practice-based learning community. According to Riel and Polin (2004) a practiced-based community is a group of professionals voluntarily discussing and sharing their knowledge with the common goal of furthering a field of practice. TI is a site used to further the discipline of teaching. Most of the information seems to be geared toward K-12 teachers, but there is information available that can be used by any teacher. There is information regarding specific subjects, styles of teaching, and even information to help teachers better utilize the internet in the classroom. Anyone can become a member of the TI community.
The community is designed to resemble a typical campus. There are currently 11 different buildings representing different communities within the TI community. Each building has multiple floors and is further divided into separate rooms. If you are a member of TI, you can create your own room or “office” as well as a folder in which you can store direct links to your favorite rooms. While I do like this design, it was a little time consuming to search room by room, floor by floor, and building by building looking for topics that interested me. I also found it difficult to find my way back to a room that interested me if I left the room to explore another.
Members communicate in multiple ways through the TI site. There is a calendar with live chat events, conference rooms for public or private meetings, discussion boards, and a white board where you can leave questions or comments. I read transcripts from previous chats and discussions and read the white boards for the rooms that I entered. I appreciated the many articles about improving teaching methods and particularly on-line learning that are posted throughout the site. This may be very useful as I work to develop my own learning community. There are also links to multiple website outside the TI community. One room that was particularly interesting to me is titled EduSources. This room contains many links to lesson plans and web sites to promote creative and effective teaching strategies. Interaction among community members is essential for learning and for TI to remain successful. TI facilitates interaction among members via synchronous and asynchronous activities.
One of the strongest design features to sustain this site is the presence of a help desk with IT staff. The site receives money from grants enabling the use of paid staff to help maintain the site. The ability to save your favorite rooms for easy access helps members to navigate easily. One design feature that helps to stimulate membership and learning is a calendar with organized on-line events. Members are encouraged not only to participate in events, but to lead events in their area of expertise. It is through promotion of members that the site maintains current, stimulating information.

Conclusions

Exploring the TI site has been an eye opening experience. I have taught for 5 years and never knew that such sites existed. Educators are often very busy with multiple demands at once. The TI site helps educators to connect to expert teachers that they would not have access to otherwise. While I find the site to be a little difficult to navigate, it is worth the time and effort. The links to lesson plans, discussions and of course the tips for incorporating the internet into the classroom will prove invaluable tools for educators. The possibilities for on-line learning are endless and this site helps educators find help quickly and easily. This enables both new and experienced educators to learn from each other and to avoid “reinventing the wheel”.

Blog 2-The virtual community

This week I read chapters 9 and 11 in Shumar and Renninger. I particularly liked chapter 9's description reflexive modernization. Until I read it on the pages, I had never thought about how often we turn to the internet for information about day-to-day problems. We all do it....we don't even think twice any more. If I am curious about something it is much faster and easier to get on the internet than it is to research in books. There is a tremendous amount of information on EVERYTHING on the internet, we just need to learn how to evaluate the source of the data. As a nurse, I could easily relate to the eczema and MMR debates mentioned in chapter 9. It is great for healthcare consumers to have access to information relating to their health, but sometimes they can become confused or get their hands on inaccurate information. As an instructor it is very important to teach the students which sources of information are reliable vs. hearsay/experential. I couldn't help but chuckle to myself a little when they spoke of "lurkers" in chapter 11. I never thought that this would be a term that applied to me, but when I am on the internet searching and reading information (maybe about breastfeeding) I absolutely fall into the category of "lurker". I like to read the information but I do not actively participate by posting my own comments/information.
Virtual communities impact learning and change by making tremendous amounts of information, from multitudes of sources, readily available to learners at the click of the button. As the text states this can be beneficial but it can also become overwhelming and anxiety producing. Individuals can choose to be as active in their learning as they desire. They can participate and even rise up the heirarchy of membership and governship in the site or they can learn passively by reading the information posted by other members.
The development of virtual learning communities is enabling a larger population of people to share information. Specifically, individuals in rural communities, such as Hugo, have not previously had much opportunity to formally advance their education. On-line learning, such as this OU course, has enabled many rural americans to have the opportunity to return to college and further their education. I would like to see the Practical Nursing (PN) program where I work incorporate virtual learning communities into our curriculm. While I do not believe that PN students can or should be taught exclusively on-line, there is a lot of information that could be distributed and learned in this manner. Incorporating on-line learning into our curriculum would enable students to become more active in their learning process. Rather than traditional lectures students could read, study, and communicate from home. Students could be required to come into the classroom once or twice a week to practice, discuss, and test. As many of us noticed in the previous weeks readings on-line learning communities foster critical thinking and active learning b/c the student can be required to participate rather than passively gaining information by listening to the teacher. For some students, like me, the on-line aspect will help them to break free of their "shells" and become more actively involved b/c they can take their time to formulate their responses. This may help to make the process less intimidating for the student. If nothing else incorportating some on-line aspects to the PN program would save substantial gas money for the students b/c they wouldn't need to be in the classroom for 7 hours, 5 days a week.