You've come a long way baby....

Hello friends and fellow bloggers-fortunately, my income does not depend on the frequency of this blog or I would be penniless! My faculty and I have learned so much in the past 4 years, I can't even begin to tell you--but, this is a blog, and of course I will try. I dedicate this post to the College of Healthcare Sciences faculty at Nova Southeastern University who are engaged in our "Hybrid 101" class-a faculty development class for teachers interested in transitioning their class from traditional to hybrid.

What have I learned since my last post? Here are my "Top 10"-

10. Find ways to keep your students engaged: Doing an online lecture? Ask "Stop and Think" questions-encourage students to push the PAUSE button and really think about the answer. The online environment is an excellent place to encourage thinking, reflection, and metacognition. Or, post a question and ask students to text you (yes, I'm serious) the answer---for those unwilling to give out personal phone numbers, consider using a program like Google Voice instead of your own phone number. When I share you-tube videos, I sometimes direct students to pay attention to certain aspects of the video.

9. Be a lifelong learner, ie, never stop learning what else is out there! Today I learned about "Glogger" and can already picture using it for student presentations or even mini-lessons/cases in our curriculum. Learning new Web 2.0 tools helps me push the "refresh" button and re-imagine my course delivery and student assessment practices.

8. Share your learning with your friends and colleagues. I love the idea of sharing between colleagues in this rapidly expanding world of hybrid education. That is one of the reasons in our HE-DPT Program, we use pre-game meetings to plan and post-game meetings to evaluate/discuss our course outcomes.

7. Create consistency in the way you organize courses in Blackboard or any course management system. For the first few years of our program, students complained how different each course was organized and how hard that made it to adjust to each class. We insisted that faculty should have the right to individualize their blackboard classroom. Yes, HUMBLE PIE is tasty. We realized that there is much to be gained for having consistency within our program-that is, all course material is organized on the Course Content page; keep all links under course content, etc. Students now spend less time "looking" where assignments are posted, etc.

6.  Help keep students organized. We now all post a weekly "To-Do" list that reminds students what is coming up that week. WHAT-you don't think doctoral students need reminders? Our working students sure do-in fact I could use a few reminders myself. Faculty in classrooms do those verbal reminders all the time--why not in the hybrid classroom?

5. Use your vacation days! Enough said!!

4. Disconnect from email every now and again. You will thank me for this.

3. To use videos within a course management system like Blackboard, create video links to you-tube so that you don't bog down the system. Your students will thank you.

2. Shorten your online lectures. It is more engaging to have 3 30-minute lectures than 1 90 minute lecture. Better yet, keep them all under 30 minutes. You've read the data on attention...

1. Embrace face-to-face time: give students a chance to laugh (in real time), ask questions, give opinions, and get feedback. Online learning is wonderful, but it lacks the spontaneity and human touch of F2F environments. Plus-students appreciate being with you (really, they do) - especially because they are not with you every week. Let them get to know the F2F you as well as the virtual you!

Hybrid Update: Creating our Community of Inquiry

Dear friends of the blogosphere:

 There is no excuse for losing touch with my blog and blog friends, other than “life just keeps getting a whole lot busier!”  You're right, no one ever said (or promised) hybrid instruction would be easier-nor did they mention how much fun we would have! The goal of this post is to update you on what I've learned about good practices in Hybrid PT education, and to pose some “food for thought” questions for you to chew on and discuss.

Since I’ve last posted, the Hybrid DPT Program at NSU-Tampa has had a whirlwind of activity. Here’s a quick glimpse:

·       Students: Our charter class, the class of 2015, is nearing the end of their 2^nd (out of 4 years). They’ve done a fabulous job adjusting to hybrid learning and teaching us what really matters (more on that later…). They are in the throes of more complex clinical classes, the stakes get higher and the learning more integrative. Luckily for us, the HYBRID environment supports this integrative learning. The class of 2016, 39 students strong, pushes us to become better at what we do!

·       Faculty: We’ve added 2 fantastic FT faculty to our ranks and 5 dynamo adjunct faculty, all of whom jumped in wholeheartedly to the complicated (and perhaps less tested ) role of hybrid instructors. As a team, we have improved our ability to deliver the curriculum using this FUSION of online and face to face experiences.

·       Spreading the Hybrid Word: The faculty as a whole presented a course series at the APTA Annual Conference in June 2011 entitled “360 degrees of Hybrid Education.” In addition, we’ve presented posters and platform presentations on related topics such as

§  Converting a medical pathology course from face-to-face to hybrid: Processes and outcomes (Cherry, Blackinton)

§  Blogging to create a palpation portfolio: Use of a blog to master psychomotor skills at a distance (Lazinski)

• Using Collaborative Web Tools to Achieve Affective and Psychomotor Objectives in Hybrid Physical Therapy Education (Lazinski, Shaw)

§  Upcoming: What we’ve learned about hybrid education from A-T: Administration to Technology (Blackinton & Lazinski)

 

Here’s what I’ve learned:

·       The “Community of Inquiry” or CoI Framework developed by Garrison and colleagues (2000, 2008) is an ideal model to help us in our “Got Hybrid?” quest. Simply put, the model reminds us that in our blended learning community, we need 3 key elements: Teaching Presence, Cognitive Presence, and Social Presence.  Not clear? In a traditional classroom, the teacher/instructor is obviously present-but what about Teaching Presence in the online portion of a blended program? Further, how does one create group cohesion online? In my first semester of teaching hybrid, I thought assignments and an occasional voice thread would connect me to my students. Humbly, I was wrong. Now we use Mike Simonson’s beloved “Monday Morning Memo’s” (short videos to our students each week touching base, cracking jokes, etc), Tegrity lectures, blogs, wiki’s and synchronous elluminate sessions to be PRESENT for our students.  I even asked students to text me the most ‘surprising’ point of this week’s lecture.  We seek to build “social presence” when we ask students to interact with one another in a variety of ways-setting a climate of collaboration and sometimes (just for fun), one of competition. Last but not least is cognitive presence, which I have found to really stimulate my teacher’s brain. I now ask questions like:

o   How will my assignments (and lectures or videos) get the students to APPLY what they are learning?

o   What can I do to foster metacognition in my students—can they learn from this learning experience? One example of that is what I’ve tried to do in the Teaching and Learning unit in a Health Promotion class. I posted an “interactive handout” (Thanks again Mike Simonson!) that students could use to take notes on while watching my lecture, but I also explained to them WHY I posted a handout with blanks on it. This small action helped student understand that I wanted them to pay attention and not zone out during presentations, and asked them to consider using such a technique themselves when they are working with patients.

 

 

The CoI framework gives us the elements to reflect on what we teach, how we teach it, how to make ourselves present to our students, and how to build a community in students feel safe and empowered to learn. These are the things that MATTER as told to us not only in this framework but by our students. 

 

Here are my questions (FINALLY) for you to chew on. Please do so while enjoying the picture of a beautiful sunset from Kiahwah Island Golf Course and Resort.

1.     What MORE can we do to create cohesion between our ONLINE world and Face to Face world-such that the 2 are intricately connected rather than seeming like 2 different worlds?

2.     What teaching strategies support metacognition in the blended classroom?

3.     As a hybrid instructor for entry level professional students, where is the sweet spot between not enough presence and TOO much teaching presence?

 Motor on hybrid friends! A great reference on the CoI framework is: "Blended learning in higher education: Framework, principles and guidelines." D. Randy Garrison and Norman D. Vaughan. San Francisco: Jossey-Bass, 2008.

Mary

This I believe...

Last semester, I wanted our HE-DPT Students to contemplate their values as a future physical therapist. Here is my take on professionalism:

I believe PROFESSIONALISM is the total package: it is the mind, body, and heart of physical therapist practice. To have any 2 of these 3 is not good enough-we must encompass all 3 components in order to exude the values and behaviors worthy of professional respect. In my 28 years of practice and 17 years of teaching, I have learned that this “total package” is also what makes a successful PT student.  Let me take a moment and explain…

The mind: immediately we think about the individual who is smart, gets good grades, and retains information well. I’d like to suggest that you are NOT your GPA---and the MIND part of practice is actually more sophisticated that getting good grades, it is what you’re thinking and not what grades you’ve received. Instead, habits of mind include things like:

·         Questioning: having a natural curiosity about why and how and what if. It also means asking because you’re interested and not because of a grade.

·         Recognizing patterns and seeing connections: for example, noticing how the synergistic actions of the muscles of the shoulder are both similar and different to the synergistic actions of the muscles of the pelvis. Noticing your own behaviors and patterns and how they impact you as a learner.

·         Reasoning: using your brain, not someone else’s power point presentation, to think through a problem or situation-including clinical reasoning and ethical reasoning. No one will ever think for you, which is why you must think for yourselves

·         Continuing to learn-seeing yourself as a seeker of information and never as a closed book, being open to the fact that what you THOUGHT was so MIGHT NOT BE, and having the internal desire to become a better person than you were the day before.

Body: There is no question that we are a physical profession. Understanding the human body, being in tune with how it works and most importantly how it moves, is key to being a good physical therapist. Do you see things as movement. Do you recognize a body type with similar body types and complaints. If you’re not sure what I mean, compare the frame of a long-distance runner and a wrestler.  As PT’s, we also use our body to demonstrate, correct, or provide support to other people—good PT’s know how to recognize our bodies as important tools that help to teach patients. Later this month, you’ll learn that expert PT’s have a strong sense of movement and how to teach others using movement.

Heart: To me, the heart of the PT Professional is what is most noticeable to those around him or her. It is the student that works extra hard to understand a concept and then never forgets it, or the therapist that ignores the fact that it’s lunch time in order to finish a treatment session, or the individual who LISTENS to the needs and concerns of every individual patient in order to make an individualized plan of care. It is the HEART of the PT that also holds the core values and ethics of the profession, even when it is uncomfortable, unpopular, or . Your patient’s may not realize it, but it is your HEART that they respond to in therapy. Consider this excerpt from the book entitled “Stroke of Insight” written by a young scientist who had a stroke:

                “One nurse was very attentive to my needs: Was I warm enough? Did I need water? Was I in pain? Naturally I felt safe in her care. She made eye contact and was clearly providing me with a healing space. A different nurse, who never made eye contact, shuffled her feet as though she were in pain. This women brought me a tray with milk and jello, but neglected to realize that my hands and fingers could not open the containers. I desperately waned to consume something, but she was oblivious to my needs. She raised her voice when she spoke to me, not realizing that I wasn’t deaf. Under the circumstances, her lack of willingness to connect with me scared me. I did not feel safe in her care.”

The heart of physical therapy helps us put others BEFORE ourselves. It gives us our ability to empathize and to care,  it is how we look at each individual as a person and NOT a diagnosis, it is how we form connections with other humans who happen to need our help.  The heart, in my opinion, is how we translate our mind and body into compassionate, meaningful concern in order to solve movement problems. It’s why we take steps to improve not only ourselves and our patients, but our profession and the world at large.

Finding a balance-hybrid style...

Well, it's been 3 months (almost 4) since my last blog post, which is short hand for...we've been busy! The exciting part of developing a new PT program that uses a novel approach to learning is that you must continually reach and strive in ways you didn't think possible.  We've had an exciting 3-4 months, yet the key to the hybrid way of life seems to be moderation and balance. Balancing online activities with F2F (face to face) activities. Here are some of our highlights-

• Our white coat ceremony October 22, 2011. During this ceremony, students donned their white coats for the first time, while faculty and family supported their commitment to adopting the 7 core values of the PT profession: Accountability, Altruism, Compassion & Caring, Excellence, Integrity, Professional Duty, and Social Responsibility.  All students shared how they intend to demonstrate one or more core values over the next year. Dr. Keiba Shaw received the altruism award, and Ms. Diana Ickes, Chair of FPTA Political Action Committee (PAC) gave the keynote address.

• In November, HE-DPT students collaborated with St. Petersburg College PTA students to discuss some of the issues related to the PT-PTA working relationship. We were SO impressed with the quality and caliber of the SPC students-they were up on issues, ready to discuss, and eloquent in their ability to express their views.  A panel of PT's and PTA's were there to answer questions about the working relationship.

• In December, the HE-DPT faculty had our second pre-semester curriculum meeting whereby we planned for our upcoming winter (also known as spring) classes. Dr. Lance Cherry and Dr. Kathleen Rockefeller presented their courses for the first time to our group-and they, together with Dr. Keiba Shaw and Dr. Melissa Riba did an OUTSTANDING job putting together an excellent hybrid course. Faculty gave input and negotiated on a weekend schedule that would work for all. The "pre-game" meetings are very informative for all of us-a chance to look at the big picture of what students will learn each term and also the many different ways to approach learning. The richness and vast approaches to instruction seemed heightened in the HE-DPT program-whereas in our traditional lives we primary taught by lecture, lecture, and more lecture. If you're interested in seeing a syllabus-give us a shout!

We ended 2011 with a little Rest and Relaxation at our FIRST holiday dinner HYBRID style! Thanks to the Cherry family for hosting our motley (but oh so fun) crew!

And 2012...
Well, we met our two BIG scholarship goals for this year. First, our proposal to present at the annual APTA conference (June 2012) was accepted! Most recently, we received notice that our educational research grant entitled: "Where does the time go?A Work Sampling Study Comparing Faculty Activities in Traditional and Hybrid DPT Programs."
Congratulations to my most awesome TEAM! Let's continue to strive for excellence and balance!

Hybrid Education: It's really NOT about technology, it's about teaching & learning

As I review my previous blogs, I've realized that many of them focus on the technology we're using in our Hybrid DPT Program at NSU.  I want to emphasize that hybrid learning is really NOT about the technology, it's about teaching in a way that connects students to the information so that they can apply it in physical therapist practice.  The technology (voice thread, xtranormal, blogs, powerpoints) are just a means to an end---and the end is student learning.

To really get a grip on this, let's explore traditional professional classrooms. Students get a syllabus which has assigned readings prior to class. Many students don't do the assigned readings and some might not buy the book. After all, when they walk into the class, the instructor gives a powerpoint that details the information they'll need to understand the topic. Hopefully, at that point some students go back to the text/resources and actually read the original sources. Many don't have to because the faculty / instructor is SO good at consolidating the information and making it manageable.  In the live classroom, students can ask questions, although the majority don't unless the instructor really pushes!

• Question: Is it DURING the class that learning occurs?

• My Opinion: Nope, in fact, good listening occurs (hopefully), and even some deep thinking (even more hopefully)...but learning occurs when the student prepares for a test (ie, I have to remember ... and ...) or is asked to APPLY the information (case study, assignment, etc). During the preparation for a quiz or exam, the lecture-based student will a) highlight the powerpoint slide handouts, b) perhaps make some charts/cards to memorize the information and c) try to commit this from short term to long term memory.

What happens in hybrid education? Well, the student is given reading assignments and resources, and then asked to apply the information in either a case, paper, project, quiz....Often, the information in the text is supplemented with a Tegrity video/powerpoint slides (Dr. Shaw), you tube video (Dr. Riba), email from the faculty, or other videos (Blackinton).  This helps tell the student what the faculty thinks is important. The assignment of the week is designed to HELP students learn the material. When the student submits the assignment, he/she receives feedback which is designed to further help with the learning. So learning is an iterative process that occurs through interaction with information, faculty, etc.The role of the faculty moves from the "teller" of the information to the "stacker" of the information-using a combination of resources and feedback to stack the learning deck so to speak.

Question: So when does the student learn in Hybrid education? Is it from the reading? Tegrity session? chats?

My Opinion: Hopefully, students learn in multiple modes (seeing, hearing, doing, asking..).. Do all the students read all the text assignments? I DON"T KNOW! Is it more likely that they have read compared to just showing up for class? ABSOLUTELY! The UNCOMFORTABLE part for both faculty and students is that when you read and think on your own, you may do it differently than your instructor. The FANTASTIC part for both faculty and students is that they are learning to THINK and DO on their own.

Do I have questions? Yes! For example, I am not sure that all students are ready for learning in this manner, and I'm very uncertain how to screen for this individual during the admissions process. I do believe that ALL of us are capable of doing AMAZING things when we are asked to participate! I am SO PROUD of the NSU students because they are working hard, they are participating, and they are LEARNING!

That's what it's all about people, it's all about the learning! And how cool will it be that these HE-DPT Students are prepared with learning skills to last them a lifetime!

Got Ethics? An Invitation to my HE-DPT Students

Last Thursday, I had the opportunity to interview a very well-respected expert in the area of physical therapy ethics, Dr. Laura Lee (Dolly) Swisher from University of South Florida. My interview with Dr. Swisher was videotaped (thanks to camera women extraordinaire, Dr. Keiba Shaw) and will be shared in our electronic classroom with the HE-DPT students in my class called Professional Issues in Physical Therapy. One of Dr. Swisher's many accomplishments is the development of an ethical decision making model entitled: Realm-Individual-Process-Situation (RIPS) Model. Although we usually associate the word "dilemma" with ethics, the "Situation" component of her model asks us to determine whether a particular situation is indeed a dilemma or some other ethical challenge. These 5 challenges are:

1. An issue/problem-ie, there are important values present or challenged.
2. A dilemma: 2 courses of action that seem to contradict each other, but both could be considered "right"
3. Distress: You know what should be done but aren't authorized to act.
4. Temptation: a choice between right and wrong (angel vs devil on your shoulders).
5. Silence: Your ethical values are challenged but no one is talking about the challenge.

HE-DPT Students: Fast forward--it is suddenly 3 1/2 years from now.  You are preparing to take the licensing examination, and are told by a reliable source about a website that can give you the "inside scoop" on exam questions.  How would you characterize this Situation using the 5 categories above? Also, after you review the Code of Ethics for the Physical Therapist - (this is a link to the code) and describe which of the principle(s) you believe is/are violated by a student that cheats on the licensing (or any) examination. Keep your responses short and to the point!

Got Ethics? I think so! Share your thoughts on this blog! If you have trouble posting on this website, email them to me in the Web CT classroom and I will post on the blog.

XtraNormal Video: Ta da!

Well: I did it! I created my first Xtranormal video for the ELC next Monday. Thanks Melissa and Lance for the encouragement, you know I have "issues."

That being said, I had great fun making it (and editing it over, and over...). Seriously, it is a creative venue that hopefully will facilitate some provacative discussions at the Educational Leadership Conference.

Check it out, and if possible, give me your comments. Like a good producer, I am anxious to hear what you thought! There are some snaffoos in the wording, but each time I re-publish it there is a small cost! If for some reason you have trouble responding, shoot me an email at maryb@nova.edu

http://www.xtranormal.com/watch/12500506/the-talk?page=1?listid=25725340