Helen Gordon, Assistant Clinical Professor, School of Nursing

Project description

This project will develop series of short video lectures taped via a desk-top, Flip-video on a tiny tripod. A “Video Workbook” will be created for the N220: Nursing Care of the Childbearing Family, upon finishing all recordings.

These recordings will be uploaded to Blackboard, iTunes U, or other media for students to view and download to their iPods. Students will receive a designed workbook with objectives, lecture highlights and worksheets and directed to the lectures which will be numbered on Bb, iTunes U, or other media. Students then can load the lecture on a video iPod for mobile studying, or view the lecture online. This will accompany the regular course materials. But instead of the course coordinator lecturing via PP slides, class room time can be spent processing critical nursing content as it relates to nursing care of the childbearing family.

Helen Gordon foresees how the project makes different: “I spend HOURS lecturing on small segments of content that consume valuable class time. Now students will spend this time, hearing me and seeing me via video mini-lectures. They will have the satisfaction of receiving the content they want….and I will have the class time back to focus on nursing actions of the material… This format will appeal to the audio learning styles of many of the students. The organization and creation of the workbook will be a key shift in how I have taught this before.”

By the end of the summer 2008 semester, Helen Gordon will randomly select about 7 representative students from her over 60 students to form a focus group for evaluating the project.

Project start date: 2/1/2008
Funding awarded: $ 500

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Susan Denman, Assistant Professor, School of Nursing
Penny Cooper, Assistant Clinical Professor, School of Nursing
Margaret Bowers, Assistant Clinical Professor, School of Nursing

This project created video series that demonstrate a specific adult physical examination taught in N332 Physical Assessment. The various formats of the videos were integrated to online courses posted in Blackboard, to self-paced web tutorials for online learning and to video iPods for mobile learning.

This demo session of the physical examination was taught each year to about 150-200 students in N332 Physical Assessment and Diagnostic Reasoning at Duke University School of Nursing. Faculty, actors, models who were involved in this demo had to repeat the same live demo to show many different sections of students before doing a laboratory practice.

This shift to ‘in house material’ videos and the subsequent movement of the clips to iPOD has changed instructors’ teaching in a major way. Because instructors not longer have to use live demo or non Duke specific video material the content drift for the course is much reduced. It has also very significantly affected the teaching style of at least 7 faculty and their respective courses. In addition, after instructors were able to fully utilize the videos this semester, the students have been so enthusiastic that they are moving ahead with this resource and influencing and enhancing their applications.

“The huge student enthusiasm for this product has convinced me that convenience and portability is very valuable to our students…likely to others…The university could do more to support these initiatives. They are time and resource intensive to start but the payoff is very good.” Dr. Susan Denman, the project primary investigator said when she evaluated this project.

Project start date: 4/20/2006
Funding awarded: $ 3,250

Additional Information

Center for Instructional Technology showcase poster on this project

Duke University Media Services was funded by CIT for field production

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Queen Utley-Smith, Assistant Professor, School of Nursing

Project Description

As part of the CIT’S Spring 2006 Fellows program designed for faculty teaching large classes, Dr. Queen Utley-Smith wished to be more creative in her use of teaching strategies to keep her students interested and engaged.

In the program, Utley-Smith and the other Fellows were introduced to a wide range of methods to enhance student learning and engagement in large courses including new approaches to lectures and effective use of student feedback and groups. She tried to use Blackboard’s blogs in her Health Promotion and Disease Prevention (N502) class for guided student reflections. She also used “opinion polls” to determine student attitudes about health promotion and to then use their responses as a starting point for facilitated discussion, which worked well for her.

She reported that some strategies she applied to her N502 course were successful in keeping her students interested and engaged and she would be certain to use in the future a number of ideas that were presented during the Fellows program.

Project start date: 1/2006
Funding awarded: $ 1,250

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Elizabeth Hill, Assistant Professor, School of Nursing

Project Description

As part of the CIT’s Spring 2006 Fellows program designed for faculty teaching large classes, Dr. Elizabeth Hill wished to find solutions on how to keep approximately 50 students with hugely varying backgrounds engaged in a course that requires understanding and applying concepts that are often new to them and can be quite complex.

In the program, Hill and the other Fellows were introduced to a wide range of methods to enhance student learning and engagement in large courses including new approaches to lectures and effective use of student feedback and groups. She tried to encourage and monitor attendance, promote active class participation in a classroom where students have full wireless access to the internet, and encourage group work and independent learning. The particular technologies she used were:

• Students were provided the link to SmartDraw: Students are required to develop timelines for their projects, and this free download gave them the opportunity to experiment with electronic versions of timelines, charts, and graphs.

• As students are required to do several group projects, she set each group up with a discussion board in Blackboard, so they could communicate and send information back and forth via Blackboard. They were also set up to use virtual classroom.

• As their final project, students will be required to do a PowerPoint presentation of their proposed health care program.

Project start date: 1/2006
Funding awarded: $1,250

Additional Information

Dr. Hill’s poster for the CIT showcase 2007

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