PIDP 3250- My Digital Project

Check out my Digital project below!

STORYTELling by chantal.lortie

Classmate Digital Project #4

A past student of PIDP 3250 made a video on Post-test Analysis:

I have truthfully never heard of this technique before joining this class. I think doing this activity would paint a clear picture as to why students are failing tests as well as understand how you may need to modify your classes to suite your students different learning styles. For example: If students write they only use their notes from class to study..then you may need to beef up your classroom lectures so more information is presented. If students are watching the online videos you post..then perhaps adding in interactive web mini practice quizzes would assist your students in studying. I personally hate when teachers say "all information is relevant, sorry no study guides". Students have a hard time understanding what to focus on and if they didn't have test anxiety before...i feel like the teacher just gave them it by not assisting them to narrow down the information. I think I'll be trying this technique next year as a lot of my tests need updating.

Teach! OK! WBT!

WBT? What a neat discussion forum topic we are covering over in PIDP 3250. WBT stands for Whole Brain Teaching. This is the first time I have ever heard of this teaching technique and I really like it! I think it brings back Fun and Joy into the classroom and could see in short spurts being really effective in my students remembering dry curriculum points. The majority of my fellow classmates hated this technique, some comparing it to Nazi brainwashing (that escalated quickly). One of my classmates, Angela, made some strong points by stating "I would challenge that this strategy conflicts with some (many?) of the principles of andragogy.....

• “As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being.
• An adult accumulates a growing reservoir of experience, which is a rich resource for learning.
• An adult is more problem-centred in learning.
• Adults are mostly driven by internal motivation, rather than external motivators." (Merriam & Bierema, 2014, p. 46).

Although I agree with her that it goes against/conflicts with andragogy principles...I still can't seem to stop thinking about how awesome it would be to take part in such a different type of class. Since I am an Adult and a learner...it makes me think there have to be other adult learners that may find a class like this really interesting as well. To be entirely honest I feel like people were so quick to "Nay-Say" this technique in the forum. They stated it made them feel uncomfortable so that means it couldn't possibly work for their students....but maybe it could.

Also Interesting...every classmate, that is also a Healthcare professional, found this teaching style unprofessional.... I must be missing something here. I'm also a healthcare proffessional...yet I don't see how trying this technique with my students would go against my professional obligation to mimic professionalism. Nowhere did it say this would be the only teaching technique day in and day out that you would use. I agree students model our behavior as professionals, yet I think we are doing our students and those they serve, a great dissatisfaction if we are not also modeling joy, vulnerability, thinking outside the box and encouraging the students to take risks and chances. I have a feeling Laughing Yoga wouldn't be considered professional either then...yet my past students loved it.

Teaching styles and techniques are always changing, 40 years ago computers weren't a thing in the classroom and now teaching students how to code is part of some elementary schools curriculum.

Ill leave you with a quote from my classmate, Shirley, "At the end of the day if the students are able to take what they have learned in class and apply it in the real world, that is what matters most".

Check out the WBT video below:

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Classmate-Digital Project Share #3

One of the past PIDP 3250 Students, Janice, made a great video using the animation site Powtoon.
Some of the animation software you can use to produce a digital video doesn't allow you to use your own voice and has a robot type voice presenting your work. The robot voice lacks tone and can become boring to listen to. Powtoon allows the creator to use their own voice, which i found positive in this presentation. Ive never tried using this SET (Student Engagement Technique) before and will add it to my list of SET's to try in my next class.

Check out her project by following the link below:

 Background Knowledge Probe


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Cognitive Dissonance

One of the forum topics for PIDP 3250 is on Cognitive Dissonance. The forum facilitator, Susan, started the forum off by introducing the topic with a video on Cognitive Dissonance:

I'm really enjoying this topic and it has me reflecting on my own Cognitive inconsistencies. In particular, on all the different justifications I can come up with as to why chocolate is actually good for you (notice that I even attached a link to back up my claim).

One of my classmates, Angela, shared a great exercise to work the topic of cognitive dissonance into the classroom. I am going to try this activity for sure as one of my post clinical conference topics. See the activity below:

You are in the South Pacific Ocean with your boat and you come across a sinking boat. On the sinking boat there are 6 people that need saving, BUT you can only safely take 2 people on your boat or you all will perish. You need to choose 2 and only 2 people to save. Who would you choose?

• A research scientist/doctor
• A young man with HIV/AIDS
• A pregnant woman
• A 75 year old grandfather
• A 6 year old girl
• A father of 3 teenage children

Write down the 2 people you have chosen without discussion with another about your reasons. Be prepared to discuss why you came to your decision.

The class discussion following this exercise is fantastic!

Then, more is added, such as the research scientist/doctor is curing cancer. The young man with HIV/AIDS is in remission. The pregnant woman is a street worker. The grandfather is a Noble Peace Prize winner, the girl has leukemia, and the father is a single father.

The dissonance comes up when students have to provide their rationale and hear others’ rationale. Inconsistencies between what they believe and who they choose to rescue inevitably arise. And, contradictions between two or more beliefs and values may also arise.

Credit for the above again goes to my classmate, Angela.

As part of my midterm forum self-assessment, I wanted to improve my forum posts by including more student engagement technique activities.  Check out the one I found HERE on Cognitive Dissonance.

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Classmate-Digitial Project Share #2

One of the past PIDP 3250 students Bryce did his Final 3250 digital project using Video Scribe.
His project was based on explaining, Triad Listening, one of the Student Engagement techniques (SET 50) outlined by Barkley in the textbook, Student engagement techniques: A handbook for college faculty (2010, p. 357-361). 

He uses very clear language to explain the concept and i thought the graphics chosen were really creative, considering they are stock images. The video paints a good visual as to what this technique would look like implemented in a classroom.

I am interested in using this technique in one of my upcoming clinical groups. I think I would base the topic around a conflict that is often seen in the practice setting like, a co-student is always late coming back from their break.

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Expectancy-Value Theory...say what?

The Expectancy-value Theory of Motivation

 Yesterday, I had the opportunity to spend some time reading, watching and attempting to understand the topic: Expectancy Theory of Motivation. Out of all the material shared I connected best with an article my classmate Amanda shared The Expectancy-Value Theory of Motivation. 

I had an "A-HA" moment with the graph explaining that motivation is a combination of Expectancy and Value. If they are lacking in either then the motivation will be greatly affected. The article suggests having the students "score both value and expectation of success on a scale of zero to one", this will allow you as an instructor to see what their motivation to learn the material is.

If their motivation is low due to a low Value then "You can ‘sell’ the value of your lesson by setting clear goals with a persuasive purpose".

If the expectancy is low then the article suggests "make use of role models" that have made it through the program and "make sure that tasks allow students to gain early success".

It sounds so simple to put it back on the students and to ask them what they need to stay motivated. After all the class is for them and so they should have a say....shouldn't they?



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