Because young people typically obtain information via the Internet, HED 2313 Consumer Issues in Healthcare is presently being taught in a computer lab. Goals of the course include:
Increasing the students' fund of knowledge related to complex health issues and the interrelated purchase of health related products and services.
Assisting students to develop skill in using at least one approach to evaluate a healthcare purchase.
Offering students an opportunity to practice leadership and advocacy.
Providing students experience in deriving and expressing an informed opinion related to health related products and services.
Teaching strategies have included many activities in the classroom requiring students to find, evaluate, and use health information available electronically. Among these are:
Identifying current "quack" issues.
Evaluating health advertising.
Finding and evaluating a local healthcare provider.
Exploring evidence-based medical practices.
Locating healthcare facility evaluations
Reporting on electronically identified fad diets.
Searching and reporting on misleading quack remedies for serious diseases.
The purpose of this presentation is to share actual computer lab activities, give examples of student responses, identify strategies to keep students engaged in the course work, and to provide a forum to discuss pros and cons of conducting a course in the computer lab.
The inaugural four Faculty Fellows of the Academy of Teaching and Learning have undergone both personal and professional transformations in their sometimes enthusiastic, sometimes reluctant immersion in the new media and its unlimited (and sometimes bewildering) opportunities for higher education. Each of the four will share what they've learned, attempted and (hopefully) accomplished in 2009-2010. Debra Burleson used Delicious bookmarking and tagging as a shared knowledge space. Students used this technology to share sources as they analyzed how corporations and corporate representatives face accusations of wrongdoing. In Mona Choucair's American literature course, she offered the students a chance to blog their reflections, rather than typing them in the traditional journal style. Her hope was that they felt a greater sense of freedom in their thought processes and that they responded to one another and engaged in interesting discourses about literature. Robert Darden embraced blogging both as a gateway to interacting with other researchers in his current research and as a way to organize, clarify, and even experiment with the presentation of on-going data collection. Heidi Marcum tried an alternative testing method using sophisticated creativity. During thtake-home portion of their first test, she had students design an organism, addressing a variety of adaptations to their environment.Their oral presentations were videotaped and will be posted on course's Facebook website.
The PULSE Smartpen is capable of capturing handwritten notes that are synchronized with the audio recording of an event. The pen user is then able to access selected audio portions of the event by simply clicking the pen on the appropriate portion of the handwritten notes that were being taken at that time. This allows students to shift their focus to the content of lectures rather than mindless note taking. Livescribe Pencasts are also an impressive feature associated with the PULSE Smartpen. Pencasts are easy to make and are ideal for providing detailed, audio synchronized solutions to engineering and mathematics homework problems. A detailed demonstration of the PULSE Smartpen and Pencasts will be provided. The Livescribe desktop will also be briefly reviewed.
This presentation will highlight a research study that sought to determine the effect of a web-based intervention on outcomes critical to student success. Specifically, the study explored if using technology to help high-risk, first-year college students form a malleable view of intelligence results in significant differences in their academic effort and grade point averages, when compared to students in a control condition. The presentation will outline the nature of the experimental study, as well as convey how new technologies were used to develop and disseminate both the treatment and control conditions.
This demonstration will explore the various features of the Baylor nursing school's patient simulation lab, or "sim lab," and how it equips future nurses to respond to real-life medical scenarios. The simulator "manikins" are so realistic that they have pulses and breathe, functions that can be controlled and changed by instructors, thus complicating a simulation. Baylor nursing students get a sample of working with average adult patients through "Sim-Man" and "Sim-Woman." Relying on their own nursing experiences as inspiration for programming the simulators with "real-life" scenarios, nursing faculty benefit from a lab where they can provide their students a safe environment to practice medical procedures and test their decision-making skills.
The blog encapsulates some of the central attributes of Web 2.0. As an interactive medium concerned with openness and user-generated content, blogging provides a format for exchanging concerns, questions, and ideas. Somewhere between a diary and a talk-show, blogs offer a host of benefits, both personal and professional, especially in an academic community.In this presentation, two Graduate Fellows with the Academy for Teaching and Learning at Baylor will speak about their experiences with blogging--the (sometimes technical) difficulties, and the rewards.
Tweeting in the classroom has started to take off, with some notable examples such as Monica Rankin's history class experiment at UT-Dallas and Cole W. Camplese's classroom backchannel at Penn State-University Park. Taking these experiments one step further, one Baylor University professor invited a librarian to participate in his First Year Seminar's Twitter experiment by becoming the class's Twitter-based reference librarian, visible in a Twitter stream and in the class's "motherblog" (class learning visualization).This presentation will highlight the professor's, librarian's, and students' experiences with the class, summarize best practices, and suggest opportunities for application within your own institution.
A litany of compelling rationales exists regarding the benefits of science-mathematics integration, yet integration can only be justified if student's understanding of science and mathematics content is enhanced. Subsequently, when deciding to formulate a mathematics-science integration project in our education courses, we chose to incorporate Vernier technology. Created by a science educator, Vernier provides data-collection software, sensors, and interfaces to create dynamic, relevant mathematics and science experiences. The utilization of real-life, real time data collection and representation not only makes the data easily accessible, but enhances student's interpretation of the science content. Strategies for utilizing Vernier in the university classroom as well as pre-service teacher examples of Vernier technology in the elementary classroom will be shared.
In this panel discussion, learn how some history classes (and the individual students in the classes) are divided into regions and countries, and the students learn about history as they encounter each other in virtual time over the course of the semester within their virtual regions constructed within BlackBoard discussion boards and other media-related resources. In Discussion Board, they are grouped according to Region/Country where they are awarded "points" depending on their actions insofar as they align with actual history, foresight, and a variety of factors that relate to both historiography and theoretical models they are learning about by practicing them. Points are not factored into their grade points determine positioning on the world stage. Approximately 115 students participate in a community Blog experience. They blog about class discussions, encounters with famous people--even as they take on the roles of those same people--books we read, and grapple with the BIG questions faced in each of the time periods. This is a highly interactive, discussion-oriented class environment both in class and online. In class, the students use their laptops and phones to Twitter. This has not detracted from traditional discussion, but in fact has added another dimension. Come discuss a new approach to enjoying World History in a unique way by learning how to experience it creatively and virtually.
Primary barriers to technology access frequently researched in the past have been the demographics of income, education, age, sex, and ethnicity. Van Dijk's (2006) model views technology access as a process in which motivational access precedes material access and is followed by usage access that involves operational, informational, and strategic skills. This presentation reviews second-level digital divide barriers that concern motivation, technophobia, cognitive/physical ability (Freese, Rivas, & Hargittai, 2006), access location, and type of Internet connection (Hassani, 2006). Implications for research, practice, collaboration, and policy at local, state, and federal levels are also discussed.
This talk is a reflection on my experience of using an open-source discussion board (phpBB3) and blogging in my Biblical Heritage and Contemporary Ethical Issues classes. Neither of these media applications are those associated with Blackboard. I will first discuss the specific discussion board and blogging media I use and how I set up my classes to use it. I will then outline how these media are better for my purposes than typical course management tools, as well as some tensions and disadvantages these media create for the professor.