Technology Tools and Learning: Mobile Learning, Multimedia, Games, and Gamification

Using Technology Tool Bubbl.us to Create Mind/Concept Maps

Technology tools are seen as all the teaching tools which improve the delivery of instruction inclusive of all computer-based tools (IGI Global, 2019). These tools do change over time so what may have been considered as technology in the past are not now. We have progressed from using pens, books, chalk boards, whiteboards, textbooks and instructor-led classroom teaching sessions to embrace a student-focused environment with the use of technology in the form of digital learning tools such as computers and the use of the internet. One technology tool which can be used in professional nursing educational practice is Bubbl.us.

Bubbl.us is a mind mapping (concept mapping) tool which can be used to create colourful mind maps. It allows for the graphical representation of visual thinking (of ideas and concepts). Information can be structured to help nursing students and nurses alike to better understand, remember and even to produce new ideas.

Atia (2017) has suggested that mind mapping is one of the inventive learning approaches via which critical thinking can be applied in nursing education. It can be used in various educational settings including the classroom and clinical settings where priority setting and decision making is very important (DB Productions, 2017). Mind mapping has been used in science and nursing education for more than 25 years to produce maps from a main idea or concept (Thompson, 2017; & Daley, Morgan, & Black-Beman, 2016). Bubbl.us is a computerized way to produce mind/concept maps.

Use the following link to take you to a YouTube video on using Bubbl.us to create mind/concept maps:

https://www.youtube.com/watch?t=2s&v=5IXfyOi5PtI&app=desktop

NOTE: Some problems were encountered in attempting to down the video. However, the blog will be updated and the actual video will posted when I am able to do so. 

According to Bubbl.us (2019) and Etash’s Tutorial (n.d.). Bubbl.us has many benefits including:

Creating Neat, Understandable and Visually Appealing Mind Maps

• There is a huge drawing space for ideas and concepts. All ideas can be typed in the bubbles and the numerous other bubbles can be added. The size and location of the bubbles and writings can be adjusted. This can especially help persons with bad handwritings as it is being done on the computer.
• Bubbles can be done in different colours to represent different ideas and concepts which can be very colourful and engaging.

Saving Time, Money and Supplies

• Doing mind maps by hands requires a lot of time to physically draw the boxes and arrows. If mistakes are made, bubbles can easily be deleted and redone whereas it if was hand drawn you may have to start all over requiring more time and supplies as well.
• A lot of supplies and money is needed for physical mind-maps. With Bubbl.us all that is needed is any internet-ready device (majority of smart devices can be used) and an internet connection: it is web-based and does not require the downloading of any apps. No additional money is needed as persons may already have these.
• Users can use these mind maps to review their work and study for exams instead of having to go through lots of notes.

Saving, Sharing and Accessing Capabilities

• Bubbl.us mind maps can be saved as images once they were done via an account: otherwise an account is not required.
• These mind maps are private and can only be accessed by persons with whom the creators wish to share it with.
• Bubbl.us mind maps can be stored and accessed at any time from any computer or mobile device if users do not wish to print them.

However, Bubbl.us also has some limitations as well:

• After creating a free account, only three mind maps can be saved unless users upgrade to a subscription-based account. However, an educator can apply for an educational discount for your account (Apex Studios, 2014).

Other limitations which have been indicated are:

• The Bubbl.us app lacks features for customization.
• Sometimes the Android and iOS devices may have lag problems.
• The visual design is a bit twitchy when adjusting the overall size of the bubble map.
• Sometimes elements may overlay each other so not convenient to click on them.
• Not easy to move bubbles in groups. Have to click all the bubbles one by one.
• No real-time collaboration tool available. No options to invite group members.

The following is a concept map which was created using Bubbl.us

Information for the creation of this concept map was taken from Chapter 23: Respiratory Diseases (pp 565-643) written by Gardner, Enzman-Hines, & Nyp in Merenstein & Gardner's Handbook of Neonatal Intensive Care, Eight Edition (2016).

References

Apex Studios. (2014). Bubbl.us Analysis. Retrieved from https://apexco.wordpress.com/2014/09/29/bubbl-us-analysis/

Atia, G. A. E. (2017). Effectiveness of Mind Maps as a Learning Tool for Nursing Students. International Journal of Novel Research in Healthcare and Nursing, 4(2), 42- 51. Retrieved from https://www.google.tt/search?source=hp&ei=Nns7XdDqJ42a5gLenI3ACA&q=Effectiveness+of+Mind+Maps+as+a+Learning+Tool+for+Nursing+Students+Gehan+Abd+El-Fattah+Atia&oq=Effectiveness+of+Mind+Maps+as+a+Learning+Tool+for+Nursing+Students+Gehan+Abd+El-Fattah+Atia&gs_l=psy-ab.3...3247.3247..5081...1.0..0.213.364.0j1j1......0....2j1..gws-wiz.....10..35i39..12%3A0j13%3A0.M8pT1adxdW0&ved=0ahUKEwjQ3drmzdPjAhUNjVkKHV5OA4gQ4dUDCAU&uact=5

Bubbl.us. (2019). Brainstorming made simple!. Retrieved from https://bubbl.us/

Daley, B. J., Morgan, S., & Black-Beman, S. (2016). Concept Maps in Nursing Education: A Historical Literature Review and Research Directions. Journal of Nursing Education, 55(11), 631-639.  Retrieved from https://www.healio.com/nursing/journals/jne/2016-11-55-11/%7B9ba7ecd6-855f-4532-b991-944249d79b5a%7D/concept-maps-in-nursing-education-a-historical-literature-review-and-research-directions

DB Productions. (2017). Concept Mapping. Retrieved from https://www.deanneblach.com/services/concept-mapping/example-concept-maps/

Etash’s Tutorial. (n.d.). Benefits?. Retrieved from https://etashtutorial.weebly.com/benefits-of-using-bubblus.html

Gardner, S. L., Enzman-Hines, M., & Nyp, M. (2016). Chapter 23: Respiratory Diseases. In S. L. Gardner, B. S. Carter, M. Enzman-Hines, & J. A. Hernandez, Merenstein & Gardner's Handbook of Neonatal Intensive Care, Eight Edition (pp 565-643). St. Louis, Missouri: Elsevier.

IGI Global. (2019). What is Technology Tools. Retrieved from https://www.igi-global.com/dictionary/active-learning-application-of-technology-tools-and-services-and-increased-student-achievement/47297

Thompson , C. J. (2017). What is Concept Mapping and  Mind Mapping. Retrieved from https://nursingeducationexpert.com/concept-mapping-mind-mapping/

Community of Inquiry (CoI) elements and Technology Tools Usage in a Blended Course

Blended learning is a combination of two or more methods of learning such as face-to-face learning and online learning (Federation University, 2018). In designing a blended course focus should not be placed solely on the use of technology to facilitate learning but rather on the possibilities which technology offers. Technology should be merged and consolidated with face-to-face and online learning for a blended course to be effective (Garrison, 2009). To help with the success of a blended course when designing it a framework should be used. A framework for course design is a model which had been researched and tested: it allows teachers to line up the course’s learning goals with teaching and learning activities, and assessment in the teaching/learning environment (physical classroom or a virtual classroom) to ensure that learning takes place (Yale University, 2019). In designing a blended course the framework which should be used is the Community of Inquiry (COI).

Image retrieved from 

https://www.google.com/search?hl=EN&tbm=isch&source=hp&biw=1366&bih=657&ei=hCcrXc-PD4yV5wLMk5nAAQ&q=community+of+inquiry&oq=co&gs_l=img.1.0.35i39l2j0l8.1484.1840..3747...0.0..0.499.1174.0j1j1j1j1......0....1..gws-wiz-img.....0.WHb6eRxjNJs#imgrc=G-OWxMlb2becyM:

The CoI framework presents a process through which collaborative and constructive learning experiences can happen. CoI which places an emphasis on communication has three essential elements which overlap and affect each other and ultimately learning: social presence, cognitive presence, and teaching presence (Garrison & Akyol, 2012).

• Social Presence: is the aptitude of learners in the CoI to be able to show others in the community that they are “real people”. Social presence does not mean that learners are there for just socializing with each other, but to express themselves, give their ideas and have any queries and concerns be addressed in a very supportive environment. This can only happen when there is candid communication (Garrison & Akyol, 2012). 
• Cognitive Presence: is the main part of a CoI. It is the element in which learners constantly think and have discussions with other members of the CoI so that they can create and verify meanings about course content (Garrison & Akyol, 2012).
• Teaching Presence: is “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” (Anderson, Rourke, Garrison, & Archer, 2001, p. 5). Teaching presence is not only felt during the period of time when a course takes place but it starts way before when the teacher designs, plans and prepares the course content and materials for use during the course. (Anderson, Rourke, Garrison, & Archer, 2001, p. 5) or even outside of scheduled class times.  Teaching presence is what brings together social and cognitive presence to ensure the attainment learning outcomes and objectives.

In this age of technology when developing courses most literature seems to suggest that the CoI framework can only be used in an online environment. However, it can also be used in a blended learning environment because as stated previously the blended learning environment is a combination of online learning and face-to-face learning.

One technology tool which can be used in blended learning is the Learning Management System (LMS). LMS is software which allows for the virtual storage of huge amounts of information which can be posted and tracked. This means that information by both instructors and learners can be accessed from anywhere and anytime once there is an internet connection (Pappas, 2017). An example of a LMS which is presently used is myeLearning by the University of the West Indies (UWI) St. Augustine. MyeLearning is a cloud based LMS which does not require the installation of software: All that is needed is a username and password to gain access.

In a blended course while teaching and learning may take place in a face-to-face setting, using a LMS such as myeLearning can have many benefits such as:

• Course materials like syllabi, lecture recordings (blackboard collaborate - BBC), power point presentations, pdf documents, videos, podcasts, links to other online resources; and even assignments and grades can be posted and accessed online (St. Lawrence University, n.d.).
• The facilitation of online discussions. This can happen synchronously (participants presence required at the same time) in the form or audio or video-conferencing where all three elements of the CoI (social, cognitive, and teacher) are present: the teacher during a lecture session can ask learners questions which requires their views at the same time; openly learners can give their views according their understanding; and then the teacher (and even other learner) can correct or add to what is being said (St. Lawrence University, n.d.). Asynchronously (participants presence not required at the same time) learners can be required to make contributions to threaded discussions. Learners can post their thoughts and views on certain topics and other learners can respond to those who have posted before or even post their own contributions. The teacher can also respond to these discussions, thereby showing the interaction of all three CoI elements.  The thread of these discussions will be available for all participants to follow and review (Anderson, 2018).

• Integration of social media. Social media presence and usage can be developed within a LMS when blended courses requires that learners do assignments like creating videos using programmes such as Screen-o-matic and then uploading those videos on YouTube. Learners can also post their videos on their blogs, facebook, twitter, or even instagram. All in all, the teacher uses the LMS to post the instructions as to what the learners are required to do (Anderson, 2018).

As we progress into the future and new technologies are developed or old technologies are enhanced, instructors will be faced with the task of trying to incorporate their use when developing and/or revising curriculum and courses.

Now to sum it all up please take a look at the following video:

Video retrieved from  https://www.youtube.com/watch?v=wbc5dxwk6XA

References

Anderson, T. (2018). How Communities of Inquiry Drive Teaching and Learning in the Digital Age. Retrieved from https://teachonline.ca/tools-trends/insights-online-learning/2018-02-27/how-communities-inquiry-drive-teaching-and-learning-digital-age

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing Teacher Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5(2), 1- 17. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.409.9114&rep=rep1&type=pdf

Federation University. (2018). Delivery modes for learning. Retrieved from https://federation.edu.au/staff/learning-and-teaching/teaching-practice/learning/delivery-modes-for-learning

Garrison, D. R. (2009). Blended Learning as a Transformative Design Approach. In P. L. Rogers, G. A Berg & J. V. Boettecher (Eds.), Encyclopedia of Distance Learning, Second Edition (pp 200-201). Retrieved from https://www.igi-global.com/viewtitlesample.aspx?id=11755&ptid=352&t=blended+learning+as+a+transformative+design+approach

Garrison, D. R., & Akyol, Z. (2012). The Community of Inquiry Theoretical Framework. Retrieved from https://www.researchgate.net/publication/284306348_The_Community_of_Inquiry_Theoretical_Framework

Pappas, C. (2017). What Is A Learning Management System? LMS Basic Functions And Features You Must Know. Retrieved from https://elearningindustry.com/what-is-an-lms-learning-management-system-basic-functions-features

St. Lawrence University. (n.d.). Technology Tools for Online, Hybrid, and Blended Instruction. Retrieved from https://www.stlawu.edu/it/article/37626

Yale University. (2019). Teaching and Learning Frameworks. Retrieved from https://poorvucenter.yale.edu/BackwardDesign 

Nursing Educators and the 21st Century Learning Environment

A nurse educator is a registered nurse (RN) with an advanced nursing degree (such as a Master’s of Science in Nursing Education) who also teaches. Nurse educators teach nursing in classroom settings such as in nursing schools, colleges, and universities, and clinical settings such as hospitals and health centres. Nursing educators equipped with the knowledge, skills, and experience both in the clinical and academic setting act as the propulsion for training not only future nurses, but already qualified RNs as well. Even while in the academic setting nurse educators can also continue working in the clinical settings taking care of patients (NP Schools, 2019; RegisteredNursing.Org, 2019; & ExploreHealthCareers.org, 2018). Just as a nurse provides services to patients and families, nurse educators provide services to learners.

Nursing education has followed the trend of globalization occurring at a fast pace where most things changes very quickly. This free environment has given many persons opportunities for educational advancement which they not have had, but it also changes the way in which we do things. Globalization has brought forth the advancement of technology where it has been reported that only 12 % of the world’s population do not have a mobile phone and 45 % have smart phones (Bruce, 2018). This means easy access to information. So now what impact does this have on nurse educators?

This era of globalization has created many challenges for nurse educators but these challenges should be considered as opportunities rather than as hurdles or stumbling blocks. There has been a change in the lifestyle and health dynamics of the world’s population. Trends have indicated new and even re-emerging diseases and forms of treatment. Coupled with this is a change in the learning environment which has moved from being teacher-centered to learner-centered. This affects nurse educators’ role because they are now required to be facilitators rather than just teachers or lecturers. Here an opportunity is created to move away from rote learning where learners (nursing students and RNs) become engaged autonomous decision makers who can unravel problems critically and creatively rather than just being passive learners: clinical decisions will be evidenced-based  (Crouch, 2018). 

Crouch (2018) has also indicated that potential nursing students are being driven away from nursing educational institutions because there is not enough or qualified faculty to supply the demand. What is needed is qualified and quality trained educators who will now be able to educate nurses. Nursing educators need to enhance their academic (nursing) and teaching background in order to meet this demand. Many nurse educators are qualified at the Masters level so they will need to upgrade to a doctoral level. However, in this technology-infused environment, nurse educators will also need to be tech-savvy individuals. This can ensure that a wider group of learners are reached. Courses can now accessed by nursing students and RNs alike in an online environment because nurse educators will now have the capability to deliver in such an environment (Crouch, 2018).

The need for being academically qualified as a nurse educator is also echoed by Fawaz, Hamdan-Mansour, and Tassi (2018). Keeping in trend with advancement, the requirement to employed as in nurse in many countries globally is no longer at the minimum level of a diploma or associate degree in nursing but a Bachelor of Science Nursing (BSN) degree. For those RNs who are at the minimum level, instead of being in a traditional classroom they can be given the alternative to acquire their BSN in an online environment.

Teaching in an online or even in a blended environment means that tech-savvy nurse educators have to move away from traditional lectures, note taking, and assessments. Traditional textbooks are no longer a mainstay of the learning environment. I vividly remember that my first Anatomy and Physiology textbook way back when (will keep the year a secret!!) cost $320 TT. Now a physical copy of that same textbook could be upwards of $1200 TT. But all is not lost:  Available to both educators and learners are a variety of technology-based learning tools which are very much cheaper such as elearning, electronic references (eBooks), smart boards, and video-conferencing. Aside from theoretical content, laboratory sessions can also be delivered in an online environment. But in order for these to be successfully used, nurse educators themselves have to be properly trained in their usage (Fawaz, Hamdan-Mansour, & Tassi, 2018).

However, in a quest to keep up with this wave of technological advancement, nurse educators must use technology to strengthen learning and not as substitute for learners to know about the human aspect of nursing. Learners should be encouraged to practice excellence, social equality and acceptance of differences in their nursing practice (Crouch, 2018).

                                

So now we know what nurse educators are required to do to keep abreast, but how do they actually deliver educational content?  This can be achieved using any one of the Instructional Design System (ISD) process or framework such as the ADDIE model or the ASSURE model. Similar to the nursing process used in delivery patient care, these models move in a step-by-step process from assessment to evaluation. The use of these models will allow nurse educators to have a greater understanding of who their students are and what might have an influence on their learning. As such nurse educators are now able to plan lessons to suit the needs of the learners. This is done by creating lesson plans which have clearly defined objectives as this will indicate exactly what the learners should achieve at the end of the lesson. These objectives will also influence the direction of and keep the lesson on tract. Many options are available for delivering the actual lesson content. This is where the use of technology comes in to keep the learners engaged and involved. 

Image retrieved from https://www.google.com/search?hl=EN&tbm=isch&source=hp&biw=1366&bih=657&ei=3T4cXfO_BO-k_QaCwquQCg&q=addie+model&oq=addie+&gs_l=img.1.0.35i39j0l9.1012.3879..5616...0.0..0.206.1383.2j7j1......0....1..gws-wiz-img.....0.UjIxVLgm9QA#imgrc=9TUXdavFf0A3xM:

Image retrieved from https://www.google.com/search?hl=EN&biw=1366&bih=657&tbm=isch&sa=1&ei=5j4cXceRGPGHggexnbWICA&q=assure+model&oq=assure+model&gs_l=img.3..35i39j0i67j0l8.198133.203888..204327...0.0..0.260.3466.0j19j2......0....1..gws-wiz-img.PrHvjKEp6NU#imgrc=ls1Ya7i5E5ZkiM: 

Being a nurse educator is not a role that any individual fulfill. In order to survive and make an impact in the nursing education field, nurse educators are required to be committed, embrace educational challenges as they come along and be open to continuous self-advancement both academically and clinically. 

References

Bruce, J. C. (2018). Nursing in the 21st Century – Challenging its values and roles. Professional Nursing Today, 22(1), 44-48. Retrieved from http://www.pntonline.co.za/index.php.PNT/article/view/976/1715

Crouch, S. J. (2019). Nursing Education in the 21st Century: Turning Challenges into Opportunities. Retrieved from https://southfloridahospitalnews.com/page/Nursing_Education_in_the_21st_%20Century_Turning_Challenges_into_Opportunities/5907/3/

ExploreHealthCareers.Org. (2018). Nurse Educator. Retrieved from https://explorehealthcareers.org/career/nursing/nurse-educator/

Fawaz, M. A., Hamdan-Mansour, A. M., & Tassi, A. (2018). Challenges facing nursing education in the advanced healthcare environment. International Journal of Africa Nursing Sciences, 9, 105-110. Retrieved from https://reader.elsevier.com/reader/sd/pii/S2214139118300076?token=51469CE795CDB35E401B8AD85449FE5061EF63CE991A7CA109D74112B9B987F49D87540688CB40523B970DE46021443C

KenzoKenzoKenzo. (Publisher). (2017, July 17). The Future of Nursing Education: Trends, Issues, & Challenges. [Video file]. Retrieved from https://www.youtube.com/watch?v=Bjc0rlTv4KI

NP Schools. (2019). What is a Nurse Educator? Retrieved from https://www.nursepractitionerschools.com/faq/what-is-a-nurse-educator/

RegisteredNursing.Org. (2019). What is a Nurse Educator? Retrieved from https://www.registerednursing.org/nurse-educator/

Riffle, E. (Presenter). (2015, June 29). Nursing Education in the 21st Century. [Video file]. Retrieved from https://www.youtube.com/watch?v=xvi7eojjQsk

Roselli, J. (Presenter). (2012, Sept 4). What Does It Mean to Be a Nurse Educator? [Video file]. Retrieved from https://www.youtube.com/watch?v=4Vh605qVwto&list=PLcGPLcDTPkFhOyc4QTCn4mDlL-9p7lLms&index=6