E-learning modules for Integrated Virtual Learning


    A Case for Learning-Centered Curricula

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    jox lion
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    jo karla liongson

    Post  jox lion on Mon 13 Dec 2010, 5:42 pm

    With the rise of technology, cyberspace has offered itself as an alternative classroom where information can be shared and exchanged in fast pace. The article discussed the issues involved in electronic learning utilized as a teaching method. The authors claim that e-learning is an andragogy which refers to a teacher-student relationship. This is in lieu of the traditional pedagogy utilized in the curricula today.

    One issue that the article touched on is the use of e-learning in nursing education. The authors said that although information can be transferred easily, which may promote uniform practice across nations, it does not help in developing critical thinking skills. In addition to this, e-learning has dissociative properties which do not allow actual teacher-student interaction. This scenario does not allow the teacher to guide the students through the program and does not allow the teacher to evaluate students right away.

    Personally, I admit that online education is effective in imparting information. The internet is an easy accessible way of getting answers. But we have to understand that Nursing education is not only focused on knowing facts and information. It requires training. Moreover, it does not only require the ability to perform skills, it requires caring as postulated by Nursing theorists such as Travelbee (Tommey & Alligood, 2002). E-learning and knowledge management is different from training, according to Marc Rosenberg's book "E-Learning: Strategies for Delivering Knowledge in the Digital Age" (Hansen,2003).

    I believe that in a field where therapeutic person-to-person relationship is required, a person-to-person teaching and learning is beneficial. How else is care demonstrated if not in personal contact, how else is effective verbal and non-verbal communication shown if not in live conversations and how else are skills evaluated if not in practice? E-learning may be a supplemental or adjacent approach, but should not be the primary medium of instruction in the Health Sciences. In the health Sciences, precision, accuracy and effectiveness are critical because a mistake of .001 can cost a health practitioner one’s precious life.

    Another issue of concern pointed in the article is that e-learning allows pre-conceived materials are to be highly utilized. This means that sources and related links are readily available in just one click.

    I remember senator Nikki Coseteng once commented in an interview that the quality of students have deteriorated through the years because of the internet. students are no longer s diligent as the students before because the use of books have been minimized. I personally do not rely on internet sources alone. Even in my paper work, I have more books, periodicals and magazines as references; I consciously try to keep internet sources to a minimum. That is because I believe in how diligence, critical thinking in digesting and determining needed information from books and being selective as to reliability of sources cannot be honed in internet dependence. After all, it is not what we know that is important in gauging education; it is the values that we learn –the values of patience, resourcefulness and hard work.

    E-learning may have been accepted in other countries, considering that it is highly flexible for adult learners, but I think the extent to which it will be utilized as medium highly depends on the field being studied. I firmly stand that nursing education requires more that accessible trickling down of information and knowledge. It requires hands on guidance from teachers and actual demonstration and feedback from students. It can be an adjacent pedagogy to the traditional nursing curriculum., but I wouldn’t bank on it as a total alternative.


    REFERENCES:

    Hansen, D. J. (2003). Book review: E-Learning: Strategies for Delivering Knowledge in the Digital Age (Author: M. Rosenberg). Educational Technology & Society, 6(3), 80-81 (ISSN 1436-4522). Retrieved on November 21, 2010.Retreived from

    Tomey, A.M. & Alligood, M.R. (2002). Nursing theorists and their works. Singapore: Mosby, Inc.
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    Klarisse Esteban

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    Re: A Case for Learning-Centered Curricula

    Post  Klarisse Esteban on Thu 25 Nov 2010, 9:05 pm

    The article focuses on having a curriculum that is centered on the learning abilities of the students. The article proposes that the students will acquire deeper learning if they know what they want to know and learn while using their prior knowledge. This learning centered strategy enables the students to achieve active learning.

    In active learning, the students and teachers act as a team within the walls of their classroom. This strategy eliminates the traditional pedagogy where the teachers are the only source of information, the students are able to share what they know about the concept and they are able to self reflect on the concepts being studied. In reflecting and matching the concepts at hand on prior knowledge, the learner is able to conceptualize his own understanding on the concept at hand.

    xiao pei
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    a case for learning-centered curricula

    Post  xiao pei on Thu 25 Nov 2010, 9:04 pm


    the purpose of
    educational change is to help schools
    accomplish their goals more effectively
    by replacing some structures,
    programmes and/or practices with better
    ones. The participants in education want
    to investigate whether, how and under
    what conductions educational change
    can improves schools (Fullan, 2001).
    Fullan emphasized that the
    implementation of educational change
    involves change in practice. Change in
    practice occurs at many levels, such as
    the teacher, the school or the school
    district. Change is multidimensional.
    There are three dimensions in
    implementing any new policy or
    programme. They are: the possible use
    of new or revised materials, the possible
    use of new teaching approaches, and the
    possible alternation of beliefs. All these
    three aspects of change represent the
    ways of achieving some educational
    goal(s). Changes in actual practice along
    the three dimensions are essential if the
    intended outcome is to be achieved.
    Furthermore, it is at the individual level,
    individual practitioners, that change
    occurs. Therefore, it is necessary to
    provide supportive or stimulating
    conditions to foster change in practice.
    Furthermore, Cheng (2002)
    stressed that any successful educational
    change consists of three different stages.
    They are:1. Unfreezing
    The school should understand its
    own capabilities and the needs for
    change, the initiation and the
    hindrance to change, as well as the
    preparation of human resources and
    the resources for learning and
    teaching.
    2. Changing
    This includes the implementation,
    the change of the management, the
    change of teaching and learning as
    well as the change of values and
    beliefs; the monitoring process in
    order to achieve; clarification of
    worries and uncertainty so as to
    reduce the damages caused by the
    change; and promotion of new ideas
    of learning and teaching as well as
    the new culture.
    3. Refreezing
    This includes identification of the
    favourable outcomes of the change,
    removal of the unfavourable effects,
    evaluation of what is sacrificed
    during the change and the
    effectiveness of the change, putting
    the favourable outcomes into the
    system, and internalization of the
    success,At the subject level
    Does the content posses the major
    characteristics of General Studies?
    What learning approach(es) should
    be adopted to meet the aims of
    General Studies?

    xingxia
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    Re: A Case for Learning-Centered Curricula

    Post  xingxia on Thu 25 Nov 2010, 5:58 pm

    Nurses must be able to anticipate and manage the care of patients with complex conditions in a rapidly changing, highly technological health care environment. Yet many of today's nursing programs are failing to provide curricula to meet the changing needs of students who will work in that environment. Typical teacher-centered programs are content heavy and focus on what faculty want to teach, not what students need to learn. Learning-centered education shifts the focus from teaching to student learning. Learning-centered programs identify student learning outcomes that are reflective of current nursing practice, use authentic assessment, and provide learning experiences that move students toward the achievement of outcomes.
    reflence
    Learning-Centered Curricula for nurse,J Nurs Educ. 2006 Feb;45(2):59-66
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    kristineaajuan

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    Join date : 2010-09-20

    Re: A Case for Learning-Centered Curricula

    Post  kristineaajuan on Wed 24 Nov 2010, 2:04 am

    1.Do you think it would be feasible to implement a learning-centered approach in nursing education in the Philippines?

    Yes, i think is feasible to implement a learning centered approach in nursing education here in the Philippines since learning-centered approach only needs or involves two essential factors or subjects which is the teacher and the student. As long as there is willingness to apply such curricula on the part of the teacher and student then it can be implemented. Learning-centered curricula is more useful to education because it facilitates stimulation in learning, as well as active learning.The needs of the students to learn is the main focus of the curricula and not what the teachers want to teach them since the teachers are already well versed of the topics and the students are the once who are just about to learn what the teachers already know.

    Learner-centered classrooms focus primarily on individual students' learning. The teacher's role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction(http://www.teachervision.fen.com)
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    markpradow

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    A Case for Learning-Centered Curricula

    Post  markpradow on Sat 20 Nov 2010, 6:07 pm



    A Case for Learning-Centered Curricula
    by Lori Candela, EdD, APN, CNE; Karla Dalley, PhD, RN; and
    Jean Benzel-Lindley, PhD, RN

    For generations, nursing education depend heavily on the teacher-centered education. It depends heavily on what teachers' perception on what is to be taught in nursing schools. It is a traditional way of learning which consist heavily on memorization, standarized examination and recitation. This comes as a problem with todays health care needs and in preparing students for the “real world”. It is the role of nurse educators to explore their options on curriculum changes in order to adapt to these changes (Kantor, 2008)

    Learning centered curricula
    The aim of the shift from teacher-centered to a learning centered curriculum is to allow students to transfer the learning to real life situations and pracitce which will benefit the students more. It focuses more on student learning rather than teacher learning

    Content
    Nurse educators should do a complete change in the curriculum from teacher based to learning based. It means that they have determine which concepts should be given wieght more than the others thus making sure that students learn what is more important to learn so as not to saturate their knowledge. In making a shift to learning based education, nurse educators must do a thorough review of literature in order to be cognizant to the trends in health care and have a direction on which to focus their curriculum on.

    Decision making
    In order to make appropriate changes in the curriculum, educators must have keen decision making skills. The authors identified categories on how to determine which content must be covered and which should not. These are:
    Category 1: Content that does not need to be covered in the curriculum because as students learn to be lifelong learners, they will learn how to access the content when needed in their clinical practice.
    Category 2: Content that needs to be introduced in specialty courses without additional coverage in other courses.
    Category 3: Foundational content that needs to be introduced and reinforced in most courses because it is what nursing is all about and is content a generalist, baccalaureate-prepared nurse would need
    Category 4: Enduring concepts all students are expected to master and use at all levels of nursing practice
    The next steps are to refine the choices and organize them according its appropriate course then to compare the new curriculum to the standards set by professional nurse associations. By doing these steps, it will reduce the content of the old curriculum by one third to one half making it less taxing to students (Candela, Dalley and Lindly, 2006).




    Effective leadership
    Changing a curriculum is a very daunting task that needs an effective leader. The head of the team, which in most cases is the dean, should have good decision making skills and assessment on the competencies of her team.

    Assessment
    The best way to determine the success of the shift in the curriculum is to assess the skills and the adaptation of the students. They should be able to exhibit a change in the level of thinking regarding a more real-life learning process.

    It is time for nurse educators to cater to the changes of the times. A learning-centered approach is a brilliant way in addressing the needs of the health care delivery system because it will produce more efficient nurses.

    1.Do you think it would be feasible to implement a learning-centered approach in nursing education in the Philippines?
    2.What do you think will be the hindrances in implementing such a curriculum?

    References:
    1.Kantor, Shelagh Ann. Educational Innovations Pedagogical Change in Nursing Education: One Instructor’s Experience. Journal of Nursing Education Vol. 49 No. 7 July 2010

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