Course: 873- Teaching With Technologies

Credit Hours: 3

Prerequisite or Co-requisite: NRSG750 or Consent of Instructors

Faculty:

	Wanda Bonnel, PhD. ARNP Office: 2069 SON E-mail: wbonnel@kumc.edu  Phone: 913-588-3363 Office Hours: by appointment
	Mary Menninger-Corder, RN, Doctoral Student will be our Graduate Teaching Assistant.    Contact Mary at...  E-mail: mmenninger-corder@kumc.edu  Phone: 785-233-0246

Theories and trends that support the use of merging and emerging technologies for the enhancement of teaching and learning are explored. The focus is on assisting educators to gain skills in choosing appropriate instructional technologies to enhance learning.
Learning variables, the environmental context, financial/political issues and the influence of those variables on technologies are examined. The evaluation and impact of current technology on the delivery of education are examined along with strategies for considering/anticipating future technologies to meet educational needs.

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Upon completion of this course, the student will be able to:

1. Describe the concepts, structures, and processes of technologically based education, including the infusion of merging and emerging technologies in education.
2. Select, develop, and effectively use appropriate instructional technologies to enhance learning.
3. Discuss issues of organization and management of instructional technology systems including student support services, continuing faculty/staff development, funding and policy issues.
4. Evaluate the various modes of technology in reference to educational implications, cost effectiveness, applicability to task, and implementation.

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Web-based modules, quizzes, exams, projects, group activities, and student presentations are used to develop knowledge base of theories, concepts and research related to technologically based education.

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Feedback on projects

In this course, you will receive feedback on projects and mini-projects in a variety of ways: from faculty, from other students, and as you complete self-assessments. Feedback may be individualized to you or shared with the group. If at any time in the course you feel you need additional feedback on a project (either while completing the project or at project completion) please contact your instructor.     

 Rubric that is used in assigning grades. 

A- The content is insightful. It addresses the assignment in a way that indicates your comprehension of and control over the assignment itself as well as an understanding of the underlying issues. The message is communicated clearly, concisely and directly. There is a confidence in this project.

B- The content meets and, at times, exceeds the basic requirement of the assignment. The project indicates that you are beginning, at times, to think through and deal with major ideas in the assignment. The message is communicated with generally effective clarity, directness and conciseness. Some unevenness in writing/communication may be apparent.

C- While the content offers little insight into the greater issues of the assignment, it meets the basic requirements. The message, for the most part, is reasonably clear, concise and direct, although there may be unevenness in the writing/communication.

D- The basic requirements of the assignment are only partially met. Additional revision is necessary if you are to communicate the message clearly. There is considerable unevenness in the writing/communication.

F- The assignment's basic requirements are met only marginally or are not met at all. The writing/ communication is not clear, concise or direct.

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Jairath, N. & Mills, M.E. (2006). Online Health Science Education: Development & Implementation Williams and Wilkens Publishing. ISBN: 0781752833

McKeachie, W.J. and Svinicki, G. (2006). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 12th Edition. Houghton Mifflin Co. # ISBN: 0618515569 


Recommended Texts:
Billings, D. M. (2002). Conversations in E-Learning. Pensacola, FLA: Pohl Publishing.

Billings, D. and Halstead, J. (2004). Teaching in Nursing: A Guide for Faculty, 2nd Edition, W B Saunders Co., ISBN: 0721603777

Sample Web Readings:

Richardson, B. (1998). Seven Practices To Prepare Our Students For Success In The Digital Age World Wide Web Edition Volume 11, Number 10
(http://www.league.org/publication/abstracts/leadership/labs1298.htm)

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Course Outline:
Go To Course Modules or Course Calendar

• Examining principles and models of technology and change
• The combination of education and technology to create a learning environment
• Helping students to be successful, technology as a means, not an end
• Teaching and learning on the Web, current knowledge
• Identifying teaching resources for the Web
• Learner/technology Assessments
• Steps in developing web courses
• Tools and resources for creating Web courses
• Instructional design guidelines for moving courses to the Web/ Web course models
• Creating and sustaining online communities
• Issues in organizing and managing instructional technology systems
• Ethical and legal issues in the Web environment
• Clinical applications of electronic learning systems
• Perspectives on the future, marketability, flexibility and innovation
  

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In 1995, the faculty of the School of Nursing voted to adopt the Professional Integrity System (PROFITS). All students sign the PROFITS Pledge:

"I pledge that I will not give, receive, nor tolerate unauthorized aid, nor will I abuse academic resources while I am a member of this academic community."

PROFITS upholds behaviors reflective of individual responsibility, mutual trust, professional values, and standards. PROFITS values an academic environment free of academic misconduct or abuse of academic resources. When in doubt, the student must clarify with the instructor the appropriateness of behaviors that may violate PROFITS.

The following are guidelines for acceptable and unacceptable behaviors in N873:

General:

1. Unless specified, all work in this course is to be completed alone.  
2. In completing the course assignments, students are allowed/encouraged to use any resources (supplemental texts, information on the World Wide Web), to supplement the required readings and learning activities.

Group Projects:

1. Misconduct includes tolerating or aiding other group members who do not participate in the group process or make ongoing contribution to the project.
2. Misconduct includes failure to contribute to the group work.
3. Members of a designated group are responsible for assuring that all students whose names appear on the project contributed.

Papers:

1. Plagiarizing, the presentation of the words or ideas of another person without proper citation or attribution, is considered academic misconduct.
2. Students are encouraged to seek editorial feedback regarding writing style, APA style, and clarity of papers from other students, professional colleagues, or staff of the Students Services Department, Student Center
3. Misconduct includes submitting a paper that you did not write yourself.
4. Misconduct includes submitting the same paper that has been turned in to fulfill the requirements for another course.
5. Offenses against persons: Verbally or physically threatening behavior or other unprofessional communication directed toward patients, preceptors, faculty, other students, or staff.
6. Other: Abuse of academic resources includes copying academic software from a KUMC computer for personal use, use of School of Nursing photocopy machines without permission, failure to return equipment checked out from the lab or ERC, removing equipment for personal use, or not reporting damage to equipment at the time it occurs.

Please refer to your KUMC Student Planner and Handbook for more information about PROFITS.

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Learning assistance, academic performance enhancement, and psychological services at KUMC are free, confidential, and available at Student Counseling & Educational Support Services by calling 913-588-6580 or visiting G116 Student Center.

Any student in this course who needs an accommodation because of a disability in order to complete the course requirements should contact the instructor or the Equal Opportunity / Disability Specialist (913-588-7813, TDD 913-588-7963) as soon as possible.

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