Poster Sessions


Attitudes of Junior and Senior Undergraduate Nursing Students Towards Nursing Informatics

Elaine Maruca, Holy Family University

My study examined the attitudes of undergraduate level nursing students toward nursing informatics. The Theory of Planned Behavior provided the theoretical framework, and I’ll cover the background, purpose, hypotheses, methodology, results, discussion, conclusions, limitations, and implications and recommendations for practice and research.

Takeaways:

  • Explore the idea that students’ attitudes influence the adoption of technology in the workforce
  • Focus on the importance of student assessment as it pertains to examining attitudes towards technology
  • Generate interest in future research as it relates to exploring what is necessary to develop a positive attitude among students toward the use of technology


Course Redesign for Student Engagement Via the Flipped Classroom

Brenda Soto-Torres, Ponce Health Sciences University

The flipped classroom is promoted as an approach to improve engagement and critical thinking. This poster explains the process used to transform two public health courses for a group of students following an administrative policy to shift to a flipped method.

Takeaways:

  • Examples of rubrics
  • Template of the weekly work plan linking competencies, course objectives, lecture objectives, class activities and assessments
  • Recommendations based on what worked/didn’t to engage students


Engage! 10 Tips for Successful Service Learning Projects

Sherri Johnson, University of Central Oklahoma

This poster illustrates 10 tips for coordinating successful service learning projects between students and non-profit organizations taken from Specialized Publications, a design course. Students spend the first half of the semester studying design principles and learning software and the second half working with an assigned client to complete print and online branding/publicity materials.

Takeaways:

  • Teach students to engage in clear and regular communication with the client
  • Identify projects that match the client’s needs with the students’ skills and abilities
  • Get students involved with the client


Evaluation of 3D Printing Entrepreneurship Module for Health Care Education

Nur Onvural and David Hollar, Pfeiffer University

The emerging 3D printing technology represents a wide access platform for students from various backgrounds to become entrepreneurs. We developed the 3D Attitudes Questionnaire, with thirty situational items, and performed exploratory reliability and factor analyses. The four identified factors were creativity, difficulty, efficacy, and entrepreneurship.

Takeaways:

  • The use of 3D printing in the F2F and online classroom
  • Linking the technology with course material to engage students in critical thinking
  • The results of quantitative and qualitative questionnaires to justify teaching with technology


Leveraging the LMS to Support Academic Innovation

Amy Gaimaro, Molloy College

Let’s focus on innovative ways to leverage your learning management system (LMS) involving faculty development and committee work. We also address processes adopted by the college to implement academic initiatives.

Takeaways:

  • Learn how the instructional design process has increased the reach to more faculty than ever before
  • Experiment with LMS features and tools
  • Learn how committee work does not have to stop after the meeting is over


Microlearning: A Pedagogical Approach for Technology Integration

Emtinan Alqurashi, Temple University

Discuss microlearning environments as a pedagogical approach to engage students in short, focused, and engaging course materials to allow them to take active part of the learning process. Microlearning refers to a technology-based learning environment designed using a series of shorts videos that makes a mini course.

Takeaways:

  • Understand microlearning and how it differs from a traditional learning environment
  • Identify various technologies that can be used to create a microlearning environment
  • Recognize research-based evidence of the effectiveness of microlearning environments


Needle in a Haystack: Selecting the Right Instructional Technology

B. Jean Mandernach and Holly Love, Grand Canyon University

While instructional technology has the potential to foster student learning and engagement, it only has value if it effectively aligns with instructional needs. Pedagogy First (www.pedagogyfirst.com; a free, online, interactive decision-tree) was developed using expertise from faculty and instructional designers in response to an instructor’s individualized answers to a series of pedagogical, contextual, and practical questions.

Takeaways:

  • Explore an interactive, online decision-tree that facilitates selection of relevant instructional technology
  • Understand the key factors that influence selection of an appropriate instructional technology
  • Collaborate on a crowd-sourced resource that facilitates informed integration of technology


Onboarding and Supporting Online Adjunct Faculty: An Innovative Approach

Dana Kemery and Joanne Serembus, Drexel University

The need for adjunct faculty to teach in online courses is great, yet many times they lack the preparation and support to teach online. At one university, faculty developed a Faculty Learning Community (FLC) that contains resources for use of specific course technology as well as information for course management.

Takeaways:

  • Explore the resources required by adjunct faculty when teaching online
  • Examine how to supply and maintain needed resources in the LMS
  • Discuss outcomes and lessons learned


Padlet: Meet me at the Virtual Wall

Meigan Robb and Michelle Doas, Chatham University

This poster presents experience-based examples of how Padlet can be used across diverse learning environments to support assessment, project based learning, and the curating of content. Best practice strategies regarding design, implementation, and evaluation of learning outcomes are provided.

Takeaways:

  • Infusing purposeful technology can aid faculty in creating learning activities that support exploration and application of content
  • Padlet is an educational technology tool that supports both independent and collaborative learning
  • Padlet can be used across diverse learning environments to facilitate assessment, problem solving, and resource sharing


Practices for Teaching and Assessing Art-tech Projects

Aleksandra Prokic, California University of Pennsylvania

In web-publishing courses, students are asked to create a website that is technically correct, visually pleasing, and informative. For instructors, creating a proper assessment instrument for these types of projects is especially challenging and few examples are discussed in the literature. This poster session describes a few practices for teaching and assessing these types of projects.

Takeaways:

  • Review examples of projects with best practices
  • Review examples of assessments
  • Review examples of relevant literature


Professional Development in Technology to Meet the Needs of Educators

Nancy Haas, Amy Smith, and Andrea Dow, Capella University

This poster presents strategies for developing skills and knowledge for educators that considers what educators respond to in professional development. Among the takeaways will be how to design professional development events that build on teachers’ prior knowledge, promote active learning pedagogies, and allow participants to move ahead to the level of knowledge they are seeking.

Takeaways:

  • Characteristics of effective faculty development
  • Professional development for teaching with technology
  • Studying the impact of faculty development


Professional Program Delivery through Interactive-Television-Technology: Importance of Evaluation

Martina Reinhold and Theresa Bacon-Baguley, Grand Valley State University

The GVSU Physician Assistant (PA) program expanded to rural northern Michigan to best serve the state’s education and health needs. The delivery of the program involves an Interactive Television (ITV) distant-learning format between the two cohorts of students: parent location in lower Michigan and distant campus in northern Michigan.

Takeaways:

  • Use of Interactive Television (ITV) technology to successfully facilitate expansion of a Professional Program to a distant campus
  • Steps for the successful implementation of a distant learning program
  • Steps for the successful monitoring of a distant learning program


Showcasing Digital Teaching and Scholarship through P&T ePortfolios

Susan Finelli-Genovese, Baldwin Wallace University

This session provides ideas for how college and university promotion and tenure portfolio frameworks can be revised into more dynamic formats that support digital teaching and scholarship.

Takeaways:

  • Participants will understand the need for electronic P&T portfolios in support of digital scholarship
  • Participants will identify technologies that can best support and display multimedia promotional materials
  • Participants will describe the process in which to transition from traditional submissions to current trends


Student Moderator Online Activity: Why, What, and How!

MaryDee Fisher and Meigan Robb, Chatham University

Within the online learning environment educators are charged with designing fruitful learning activities that promote a substantial knowledge base, engaged attitudes, and application skills. The activity of student moderator affords learners a lived experience to develop skills related to effective communication, collaboration, and problem-solving within the online learning environment.

Takeaways:

  • Designing engaging learning experiences offers faculty opportunity to support learners in developing soft skills necessary for success
  • The student moderator activity is a teaching strategy that can be used to challenge students to develop skills related to effective communication, collaboration, and problem-solving
  • The student moderator activity can be applied in a safe and rigorous fashion throughout multiple online learning environments


Student Perception of Avatars to Enhance Learning and Engagement

Shannon Jackson, Pamela Lee, and Zachary Smith, Saint Leo University

This study explores whether students believe that using avatars as learning assistants enhanced their learning in a graduate-level economics class. We conducted a survey to test whether the students felt that the use of avatars: (a) made the material easier to understand and less intimidating, (b) increased the students’ confidence to participate in class discussions, and (c) were a good use of their time.

Takeaways:

  • Explore using avatars as instructional assistants
  • Decide whether avatars enhance learning
  • Examine the pros and cons of avatars


Teaching Doctoral Students How to Use Technology

Connie Barbour, University of West Georgia

Knowing that increasing numbers of master’s and doctorate programs are completely online, we developed an asynchronous course, Distance Education in Nursing Education, to better prepare doctoral level nurse educators, and exposes students to using technology, best practices in implementation of technology, and best practices when teaching in a fully online program.

Takeaways:

  • Importance of technology competency for masters and doctoral educators who will be teaching in distance education
  • Importance of teaching master’s and doctoral students how to align technology with objectives and learning activities
  • Takeaway tips on how to teach a doctoral level course that prepares educators to use technology and teach in distance education


Tested Applications: Using Online Technology for Teaching

Barbara Looney, School of Business, Black Hills State University

For the past six years, faculty and students at Black Hills State University have participated in a social media project to bring social/digital tools into the classroom for instruction and learning enhancement. Faculty attended roundtables, workshops, and tutorials that explored how to use social media effectively in the classroom.

Takeaways:

  • Gain useable ideas for potential implementation in your own classes
  • Review the data
  • Explore faculty development strategies that can be replicated on your own campus


The Effectiveness of Learning through Online “Gamification” in a Financial Accounting Course

Alli Purcell Hayes and Sarah Lureau, North Central College

We used GoVenture Accounting simulations within an introductory financial accounting course to enhance learning. GoVenture Accounting provides a unique approach to accounting, allowing students to run virtual businesses that generate accounting transactions requiring students to properly record. Research is ongoing to assess the overall effectiveness of learning through online “gamification.”

Takeaways:

  • Introduction to gamification and how it can be used across disciplines in general
  • Illustration of how gamification through GoVenture Accounting was implemented within an accounting course
  • Research results on the overall assessment of effectiveness of the simulation within an accounting course


Using LMS Learner Analytics for Instruction and Assessment

Eric Kowalik, Marquette University

Covering information literacy concepts in a “one-shot” instruction session is a challenge most librarians face. To address this challenge, we developed a suite of interactive modules to leverage activity based assessment and the tracking capability of a learning management system (LMS).

Takeaways:

  • Identify techniques to incorporate interactive online modules in a variety of modalities, flipped, face to face or online
  • Explain how activity based assessment can be incorporated into online modules using an LMS
  • Explore collaborative opportunities to expand and improve the modules


Using Makerspaces to Support Course Content

Elizabeth Henley, Southern New Hampshire University

This poster summarizes how I used the Makerspace on my campus to support a new general education course that combined teaching about how different technologies worked with how people define art and use technology for new creative pursuits. We explore using Makerspaces for hands-on experiences with many of the technologies discussed.

Takeaways:

  • Discuss how a Makerspace can be used to support course content
  • Recognize connections between the technologies/what students can create with them and other disciplines
  • Design course assignments that allow for hands-on practice


Using MinsTap and TopHat Technologies in a Massive Class

Elina Ibrayeva, University of Nebraska-Lincoln

Teaching large classes of more than a hundred students presents instructors with an interesting challenge: How do we engage each student and personalize his or her learning experience while also keeping the grading load manageable? I believe that using technologies such as MindTap and TopHat effectively is the answer to this dilemma.

Takeaways:

  • Learn about various MindTap options including self-assessment surveys, pretests, application problems, and posttests
  • Learn about various TopHat options including graded online discussions (lecture exit tickets, reflections to guest speaker presentations), word clouds, quick time student polling, multiple choice, or matching questions
  • Learn about innovative in-class activities such as “Leadership Stories” and the “Hot Seat” assignments, which work well in large classes and in intersection with online technologies


Virtual Experimental Pharmacology Elective Course in a Pharmacy School Program

Alok Sharma and Paul Kaplita, Department of Pharmaceutical Sciences MCPHS University

We describe an elective course that uses off-the-shelf, proprietary software to simulate laboratory practical experiments that allow students to directly observe the action of representative drugs at the organ system or intact animal-level. The objective is to provide students with a first-hand opportunity to observe drug actions in “classical” pharmacological preparations without sacrificing laboratory animals.

Takeaways:

  • Explore our computer-simulated, “virtual” laboratory course
  • Learn about various commercially available software
  • Examine this as a platform for active learning


Virtual Poster Sessions

Jackie Murphy, Drexel University

I created a virtual poster session assignment for an online graduate nursing education course to enhance student engagement and encourage critical thinking. Students created a professional poster to describe how educational theory could be applied to a teaching scenario and posters were uploaded to Padlet, allowing students to explore educational theory and experience creating professional posters for meaningful collaboration.

Takeaways:

  • Why posters are an excellent way to encourage collaboration in an online learning environment
  • Why virtual posters allow students to practice creating a professional poster
  • How posters can provide students with the opportunity to use different educational technology, including PowerPoint and Padlet


Will you be my Friend? An Innovative Use of Social Media for Health Education

Rachel Van Niekerk, Biola University

This session offers a unique way to incorporate social media into the classroom. I include a description of an assignment used in an undergraduate nursing pediatric class in spring of 2016, as well as the Facebook profile, posts that were utilized, and examples of the responses generated by these posts.

Takeaways:

  • Understand how social media can enhance and encourage student’s participation in an undergraduate course
  • List the benefits of utilizing social media
  • See the value in using social media for an undergraduate course


“You Can’t Cheat on an Oral Exam”: Using Videorecording Technology to Conduct and Assess Authentic Student Learning Through Oral Examinations

Joan Crist, Calumet College of St. Joseph

Digital technologies make cheating and laziness ever easier, and the search for authentic forms of assessment more challenging. The oral examination, can help in this battle. When coupled with strong assessment practices, oral exam videos can yield feedback on effective strategies for teaching oral communication and critical thinking skills.

Takeaways:

  • Recognize the potential of oral exams for authentic assessment
  • Gain tactics for using them in courses, including the uses and pitfalls of video technologies
  • Gain a rubric for assessing oral communication and critical thinking skills