I LOVED this article!! I posted it on our PIDP 3240 discussion forum and it generated a lot of commentary. Peers were intrigued, interested and totally engaged in discussing this article. In the article, the author states that instructors who were involved in the Virtual College at his school were actually not interested in technology at all….they wanted to learn ways they could increase social interaction. Likewise, students wanted instructor contact. Although we get very excited about new technology and great new tools, we still need to maintain the human connection. The author sums it up well: “A blend of teaching practices, technology, and basic human contact just might be the recipe needed” (Buemi, 2015).
I tend to agree very much so with Buemi. Although I like the options that technology gives us, I still like the human connection, between students and instructor. Linking back to the hybrid course delivery model, this is a great way to achieve exactly the perfect recipe that Buemi describes. Does anyone else see the risk of technology interfering with human connection in the classroom?
“Our excitement over the latest technology has started focusing on the wrong thing. It ought to reside in the praxis of teaching, not the tool.”
Source: Taking the Tech Out of Technology
With all this discussion of bringing technology into nursing, it’s important to remember that there are some essential nursing skills that are very low-tech. I kind of alluded to this in my post on Virtual Reality…these are the skills that can’t be taught with technology alone. I’m talking about:
- intercultural skills
- interpersonal and communication skills
- caring qualities (kindness, warmth, compassion)
Don’t get me wrong…we need technology to help us learn and advance, but we cannot be nurses without these low-tech skills. As the American Sentinel University states so clearly, technology may be fine for nurses, but “technology can only work for patients when it’s combined with highly competent, relationship-based care. And this is why nurses must embrace their low-tech skills, as well as develop new high-tech competencies.”
To read more of this article: http://www.americansentinel.edu/blog/2012/05/30/nursing-skills-high-tech-vs-low-tech/
So…I’m trying to explore different types of media to share on my blog, so I searched for podcasts related to nursing education. Lo and behold, I found one – created right here in the lower mainland! The podcasts come from prn Education and Consulting, a group of instructors who provide advanced courses for Emergency Department, Critical Care and Transport nurses. Their podcasts are informative (and accurate), and very relevant to current health trends. They post a new podcast every month, and it is broadcast in both English and French. All podcasts are posted on a separate website, so that users can browse the episodes and also leave comments. Check it out: http://nursem.org/en/home/
Faculty Focus is a free email newsletter that provides subscribers with various articles and information about aspects of teaching in higher education. (Link to their webpage from my blog!).
If you’re interested in the use of technology in the classroom, they have created a special report entitled Teaching with Technology: Tools and Strategies to Improve Student Learning. In their report, they include articles on 13 different topics that contain practical information and links to useful resources. For those who are wanting some guidance on how to use technology in the classroom (be it online or face-to-face), this may be a useful report (and it’s free)!
This is a beautiful, inspiring video. It’s directed at highschool-aged students, but the message is relevant for first or second-year college students – and maybe beyond!
Teachers care. They care more about the students than the students realize. Teachers lose sleep over their students. They worry about students. And they aspire to help students learn…not just the course content, but how to face adversity, deal with harsh realities and the uncertainties of the future.
I found this to be motivating and relevant, even for teaching adults. I hope you’ll get something out of it too!
It is well-documented that instructors must receive and respond to feedback in order to improve their teaching practices. As instructors, we ought to seek out feedback from our students and our peers (self-directed learning). One formal way of doing this is by using a Critical Incident Questionnaire. I chose to design an infographic for the digital media project in PIDP 3260. I had never made an infographic before, but I’m pleased with how it looks. Next up is actually using the CIQ in the class!
Yes, college instructors are professionals, but they are also human. We always try to be calm, cool and collected, but sometimes students make this very difficult!
There can be many factors that might lead to an instructor blow-up (or meltdown)…classroom behavioral issues, unmotivated students, being challenged on something, feeling attacked on a personal level, stress/pressures from administration, or maybe we’re just having a bad day. Regardless, it’s our responsibility to keep it together. This can be challenging, especially in the heat of the moment. In a recent experience with a disrespectful and disengaged learner (see The Resistant Learner), I found that my emotions escalated very quickly and could have gotten involved in a very childish (“Yes, you are!” “No, I’m not!”) kind of argument. Luckily I stopped myself, saving myself from acting unprofessionally and becoming involved in a pointless argument.
So, to help this from happening to you, here are a few strategies to help you stay calm and avoid doing something that you will regret:
- Take a deep breath and try to understand the situation. Listen objectively and with an open mind. Ignore rudeness, and respond to the content of what the student is saying.
- Call for a break. Use the break time to either speak with the offending student privately, or take a break yourself. Don’t bring your frustration back into the class with you.
- Request to speak with the offending student after the class, or if you need more time to simmer down, in your next office hours session.
- If you feel yourself getting worked up, imagine your department head walks into your classroom. What are they going to see? hear? This might help you keep things professional.
- Take time for reflection after each class. If things went well, why? If you “lost your cool” – why? Was it something that could have been prevented? Or should you have handled the situation sooner? or in a different way?