Whether you are already a nurse practitioner or working toward becoming one, here are ten practical, but fun gifts you should ask for this holiday season.
It’s that time of the year again – winter is beginning, the temperatures have started to drop, and the holidays will soon be upon us. No matter what holiday you celebrate, gifts are likely on your mind, and while you might be ticking items off your shopping list for your loved ones, you might not know what to ask for yourself.
The best gifts tend to be the ones that you can use in your daily life. We know how passionate nurse practitioners are about their jobs, and asking for some fun, nursing-themed gifts can help make your workdays a lot easier. It can also help your family have a little fun with the items they buy for you, while not breaking the bank if money is tight.
Whether you are already a nurse practitioner or working toward becoming one, here are ten practical, but fun gifts you should ask for this holiday season:
1. Smartwatch
Timing is everything to a nurse practitioner, and having the right tools can make staying on top of it all much easier. That’s why you should ask for a watch this holiday season. With a smartwatch, you can easily set reminders for yourself, check your notifications and keep track of your calendar—all while on the go.
2. Coffee tumbler
If there’s one thing every nurse practitioner needs to get through the day, it’s energy! However, with your busy schedule, you might not have time to sit down and enjoy a cup of coffee before the start of your shift. Ask for a well-insulated coffee tumbler to keep your coffee warm on the way to work so you can stay energized all day.
3. Water bottle
Being a nurse practitioner can be physically demanding. Not only do you spend a lot of time on your feet, but you might also be running from room to room with limited time for breaks during a busy shift. Ask for a new water bottle this holiday season so that you can remember to stay hydrated even on your longest days.
4. Comfortable shoes and compression socks
When you are on your feet all day long, you need a pair of good shoes. There are plenty of comfortable shoes designed especially for nurses so that you can survive your shift without ever feeling the ache of tired feet. Compression socks can also help improve blood circulation to your feet and ankles, which reduces soreness and swelling. They can make a long shift feel much more comfortable.
5. Stethoscope
Depending on where you work, you might be allowed to bring your own stethoscope. Not only can you ask for a higher quality one, but you can also personalize it with a stylish, monogrammed ID tag that attaches to the tubing. With your own stethoscope, you never have to rush to find an available one, and you never have to worry about someone misplacing or losing yours.
6. Clipboard
Just like stethoscopes, clipboards are a hot commodity in a medical setting. The front desk uses them, nurses use them, and even doctors use them. Sometimes, clipboards go missing from where they should be. Ask for your own clipboard so you never have to search for one again. You can ask for one that’s personalized with your name on it, so everyone will know it belongs to you.
7. Retractable badge clips
As a nurse practitioner, you’ll have some sort of ID badge that you’ll have to carry on you at all times. Typically, it’s put on your shirt/scrubs with a normal clip. However, as technology advances, many hospitals are combining these IDs with key FOBs to get into locked doors. If you weren’t provided a retractable clip, it can become annoying to have to line up your shirt with the lock or remove your ID every time you need to go in a door. If you weren’t provided a retractable clip, you should ask for one for this holiday season to improve your daily quality of life at work.
8. Pocket organizer
Are you constantly misplacing your pens, scissors and other supplies? Ask for a medical pocket organizer to tuck into your scrubs. These are must-have for any nurse practitioner and will help you stay organized with everything you need.
9. New scrubs
You can never have too many scrubs! Start the year off right with a new set, or ask for a scrub jacket so you can stay warm during the chilly winter months. Underscrub t-shirts can also be game-changer when it comes to staying warm and comfortable throughout your shift.
10. Bag/Backpack
A nurse practitioner’s life can be chaotic, busy and unpredictable. You probably have a lot of items to carry between work, school and home — and a tote bag or backpack can make it a lot easier! Ask for a new one this holiday season so that you can keep everything you need in one convenient place!
I have to prepare an outline for an online module on digital information literacy for the eCDF OIL project.
Digital information literacy is also called fluency, and I like the definition I found on the 21st Century information fluency project website. This site also has micromodules – small tutorials about information literacy.
Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment.
As well as the definition there is a useful diagram.
Therefore in a module geared up to help users gain skills in digital information literacy, the following needs to be covered:
Language and the meaning of terms used for digital searching e.g. subscription-based and free networked datasets, networked information – abstracting and indexing services, full-text material and digitised collections, access points, interfaces, search syntaxes
Terms used for digital material e.g. learning objects, resource-based, multimedia etc
Range of interfaces for accessing digital information – databases, datasets, electronic libraries, Internet, other multimedia – problem-solving so users can navigate sources and understand their scope
Formats of digital information – text, audio, video, images, blogs, wikis etc.
Portals, search engines, RSS feeds, subject gateway – catalogue, or directory, of internet resources e.g. OMNI Examples of several subject gateways via the OMNI website plus Internet tutorials on how to find information effectively and Internet detective.
Resource Discovery Network (RDN) and web collections and sub-collections e.g. JISC collections
Digital repositories e.g. OSLOR, Aeshare, Australian Flexible framework toolboxes
FOSS (free and open source software) – examples relevant to information literacy e.g. Diigo ( a web-based annotating tool), blogger, google etc.
Digital tools for searching – search engines, subject directories, gateways etc.
Data sets e.g. Citation Index, databases, data centres
Examples of online resources e.g. NZ National library, British library online gallery – world\’s oldest printed book \”Diamond Sutra\”, wikipedia
Publishing on the web, digital publications
Intellectual property and options for copyright – creative commons, JISC models, copyright licensing Ltd.
This module will need to be linked to search strategies, evaluating and ethics modules.
References Blackall, L. (2005). Digital literacy: how it affects teaching practices and networked learning futures _ a proposal for action research. The Knowedge Tree, Edition 07.
Moodle is a magnificent free product and has the potential to enable schools and teachers to build wonderfully unique interactive online learning courses in which learner interaction can be tracked, measured and responded to. Despite this the vast majority of Moodle courses I see are a long list of Word and PDF documents with at best a few forums that enable a minimum of human social interaction.
Given the state of many of these courses, it’s no wonder that drop out rates for online learning are so high. And of course Moodle isn’t the only culprit. Many of the other commercially available LMS (learning management systems) and VLE (virtual learning environment) platforms aren’t doing any better.
Moodle has been around now since 2002 and research carried out in 2013 showed that more than 7.3 million students had studied in more than 83 thousand registered sites.
So why is it that so little progress has been made in developing innovative courses that really generate interaction with media rich content?
The problem surely isn’t Moodle, because the platform is capable of delivering all of the above.
The reality is that there are a number of causes:
I think it’s fair to say that Moodle isn’t the most intuitive of platforms to work with. A lot of progress and improvements have been made, but it’s inevitable that a product with multiple modules constructed by different people is likely to result in some inconsistencies of look and feel.
The fact that Moodle is seen as a ‘free’ platform and so a ‘cheap’ way to get learning online is another factor. Schools start using the platform with the impression that it won’t require much financial backing and that once they have provided the platform teachers will just be able to get their classes online.
This brings me to the next point and that is lack of training. Most teachers I have met who use Moodle do so with only the most minimal and basic training and again this comes back to the perception that Moodle is a cheap solution. Many school managers seem to think that a few hours of training is enough to get their teachers designing great online courses. It’s not! Training to use Moodle effectively takes considerable time and needs to be constantly reinforced and renewed.
A second element of training which is often overlooked is instructional design. A teacher may well be marvellous at developing and delivering their own materials in the classroom, but when it comes to converting those materials into effective online learning units there is a new level of skill and understanding that they need. Understanding the instructional design potential of an online platform and how to structure materials so that students progress through an online environment requires training and experience.
Another factor in this mix is that the Moodle platform is often seen as the ‘property’ and responsibility of the IT department and as such they make the platform as secure as possible. Often this means that teachers’ access to many of the different features and potential that Moodle can deliver are hidden from the teacher and they don’t have the opportunity to experiment with the platform and learn for themselves.
So given all of these problems is it worth using Moodle or any other platform to develop online and blended learning for your students?
The answer is of course a resounding yes. To ignore the potential that online learning and new technology has to offer is to be like King Canute trying to order back the sea.
But to use technology effectively education establishments have to approach online learning with their eyes open.
It isn’t a cheap solution.
It will require a significant investment in training for teachers
Teachers won’t just construct wonderful online courses in their free time. Developing good online materials takes time. More time than it takes to develop paper-based face to face materials, so they will need to be paid for this time.
Teachers need to be trained at all levels of the platform including the admin level, not just at teacher level.
How about ready made courses?
Knowing all of this schools may be tempted to by an ‘off the shelf’ solution with all the content ready made, but I would be wary of this type of ‘one size fits all’ content. In many cases the content has just been adapted from a course book with a copious amounts of drag and drop and gap-filling activity mixed with a little multimedia and very little student – teacher or peer to peer interaction built in and no sign of any authentic materials or personalisation. These courses are often dull beyond belief and fail to engage the students.
The best online courses, just like the best face-to-face courses, are usually designed by teachers who have developed an understanding of the needs and interests of their students and can choose content which they will enjoy and find engaging.
So, if platforms like Moodle are really to be used to develop effective and engaging learning which realises the potential of online and blended learning modes of delivery, then we must have managers who are willing to invest in developing the skills of their teachers and teachers who are willing to meet the challenges of new technology head on and accept their changing and more diverse roles as teachers, mentors and instructional designers.
For teachers who would like to try to develop their own Moodle skills. You can register for a free Moodle platform at: http://www.mdl2.com/ It takes a few moments to register and then you have your own Moodle platform to use as a sandpit.
Here are a few quick video tutorials that can help get you started.
Embedding a webpage into a Moodle page This video shows you how to embed a webpage from a different site into a Moodle page so that it appears as part of the Moodle course
A group project is an ideal opportunity to sharpen your problem-solving and team-building techniques.
A group project is an ideal opportunity to sharpen your problem-solving and team-building techniques, which are important skills you’ll need throughout your career. In a survey by the National Association of Colleges and Employers, 82 percent of employers said that the ability to work well with a team was one of the most highly-valued qualities in an employee.
While group work is an important part of your learning experience and professional development in college, it can sometimes be a source of stress and anxiety. Working in a team isn’t always easy, especially when those in your group have different schedules or working styles than your own.
But don’t get discouraged! With the right approach, you can set your group up for success and take away valuable lessons for your career.
Follow these five steps for an effective and productive group project:
1. Have a kickoff meeting
The first meeting is an opportunity to get to know your fellow team members, brainstorm ideas and create a plan for the project. For example:
Will you work independently for some parts of the project, or will all tasks be a group effort?
It’s important to set these expectations up front so that you are all on the same page before getting to work. As you discuss each of these questions, be sure to find solutions that work well for everyone.
You’ll want to create an open dialogue around important decisions so every team member feels comfortable voicing ideas or concerns. Be open to others’ suggestions and come to an agreement together.
2. Establish deadlines and responsibilities
After you’ve introduced yourselves and discussed project parameters, determine responsibilities for each member of your group. Make sure that each member has an important role in each phase of the project, from research to writing to the final presentation. Let your team members volunteer for the parts of the assignment that they find most interesting. This way, they will be more engaged in the project and likely more productive as a result.
Next, figure out deadlines for each phase of the project. Work backward from the final due date to set timelines for each task. For example, you will need to complete the research component of the assignment at least a few weeks prior to the final due date.
3. Schedule regular meetups
These meetings could be virtual, via a video conferencing app, or in-person, depending on what works best for your group. Have an agenda, or a list of items to discuss, for each meeting. This helps your team stay focused and ensures that no one is left out of the loop of communication. This is also a good time to check in on project status and see if you’re on track to meet the deadlines you set in the initial meeting.
There are also a variety of tools you can use to collaborate with your group outside of these meetings. Google Docs and Google Slides are free, online, cloud-based applications that allow you to share documents and presentations with your group via a custom link. These tools make it easy for your group to work together in real time, even if you aren’t able to be in the same room.
4. Be a team player
You must keep in mind that this is a group project and an effort on behalf of everyone, not just you. That means everyone should have an important role to play and an effort should be made to make sure all members are working together.
That’s why it’s important to establish clear lines of communication, determine responsibilities and set expectations at the beginning of the project. If you find that members of your group aren’t abiding by the guidelines you’ve agreed upon, it’s OK to let them know. Which brings us to our final point…
5. Hold everyone accountable
Perhaps one of the more difficult aspects of working with a team is the possibility of a confrontation, especially when people aren’t pulling their weight or there are disagreements about how to approach the project.
Try to find a balance between being kind and being firm when issues come up. Coming off too harsh will do absolutely nothing but harm your group’s motivation, but being too easy won’t help the project stay on schedule. Holding others accountable is a very important part of working as a team, so don’t be afraid to ask for help or call attention to a problem. Sometimes, it’s the only way to get the work done right, and that’s what you’re all there to do.
A study by Google researchers found that trust and communication were the most important factors to a team’s success. By following these steps, you can learn how to create a productive team environment and positive project outcomes. While disagreements might occur, being honest, upfront and respectful in your communication with other team members will help you be successful in resolving any issues. Good luck!
The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.
We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.
Brainstorm of ideas for the next phase of evaluation 1. Which modules from phase one do we need to test for usability?
Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testingand not part of the research project.
Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
NZ Information Sources
– review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.
2. Which modules to be investigated as part of the research project? Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.
Science report – as above.
Essay writing
– M wishes to customise this module for a foundation course.
Digital Information Literacy
– expert review & consultation – FLNW** conference visitors – this module and others.
Springboard (introduction to IL) module – expert review
Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.
Expert review will also be obtained re ANZIIL standards.
Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.
Methods for disseminating modules
Add OIL link to institutional websites
Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.
We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.
Brainstorm of ideas for the next phase of evaluation 1. Which modules from phase one do we need to test for usability?
Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testingand not part of the research project.
Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
NZ Information Sources
– review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.
2. Which modules to be investigated as part of the research project? Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.
Science report – as above.
Essay writing
– M wishes to customise this module for a foundation course.
Digital Information Literacy
– expert review & consultation – FLNW** conference visitors – this module and others.
Springboard (introduction to IL) module – expert review
Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.
Expert review will also be obtained re ANZIIL standards.
Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.
Methods for disseminating modules
Add OIL link to institutional websites
Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
The best way to ask for a reference is to be gracious, understanding of their time and straight to the point. Here are three tips.
Employers have tough decisions to make when hiring for their open positions. There might be several candidates who are well-qualified on paper, and it can be difficult to determine who is the best fit for the job.
One sure-fire way to differentiate yourself is to have strong references – people who can speak to your work ethic, professional skills, and the qualities that make you a good employee. In some cases, your professional references can make or break your chances of being hired, or help you stand out from other candidates who interviewed similarly.
According to a study by the Society of Human Resources Management (SHRM), more than eight out of 10 human resource professionals regularly check a candidate’s references. Speaking to a former supervisor or employer helps hiring managers gain better insight into your skills, experience, and your qualifications for the role.
Not sure how to approach a potential reference or what to ask for? We have all the tips you need to secure solid references and land the job:
Tips for Asking for References:
1. Who to ask:
Your references should be people who have worked with you directly and recently (within the last 7 years). It’s also important that you have a good professional relationship with the references you list. You want that person to be able to speak to your strengths in a confident way and advocate for you, if needed. For recent graduates, examples of who to ask include (in order of importance): current or past supervisors or managers, professors, coaches, and co-workers.
Occasionally, an employer might ask for a personal reference, such as a family member or friend. In this case, the employer is looking for someone who can speak more about your character and personality than your professional qualifications. Employers will usually specify if they are looking for a personal reference; otherwise, provide professional references. It’s a good idea to have 3-5 solid professional references ready to go in case you are asked during an interview or the application process.
2. How to ask:
The best way to ask for a reference is to be gracious and understanding of their time, as well as straight to the point.
“I’ve sincerely enjoyed my experience working for you and have learned so much. Would you be willing to be a professional reference for me throughout my job search process?”
Once your references accept, make sure to keep them up to speed on your career situation. Let them know when you are looking and applying for jobs; they might be able to network for you and help you make connections. Let them know when you are interviewing and when they might expect to receive a phone call or email from your prospective employer. You don’t want your reference to be caught off guard when they receive the call. It puts your reference in an uncomfortable situation and reflects poorly on you and your planning.
Always thank your reference after they have spoken on your behalf and update them on whether you were offered the position. Always offer to return the favor for them as well, if they should ever need you.
Establishing good professional relationships is important and will make it easier for you to ask for references down the road. Stay in contact with your references, and don’t just reach out when you need something from them. Check in from time to time to see how they are doing, wish them a happy holiday or birthday, or share a recent article or best practice. Having a mutually beneficial relationship means you will have a reference for life!
3. What to ask for:
It’s a good idea to prepare your references beforehand. Let them know what kind of position you are applying for and what was discussed in the interview. You can even jog their memory of successful projects you worked on together, or instances when you were able to generate good results. This will help them tailor the conversation to highlight your skills and achievements most relevant to the position. For example, you could say:
“When asked about my ability to work on a team, can you bring up how I worked with Jenny and Rick to pioneer the new app technology and took the lead on marketing initiatives that drove membership through the roof?”
Giving your references a few talking points beforehand will make it much easier for them to speak on your behalf.
Bonus Tip: Using your references to your advantage
There are other ways to leverage professional references. Written evaluations of your work or letters of recommendation can help you develop language around your skills and accomplishments on your resume or cover letter, in a networking situation, or during an interview.
For example, if on your quarterly evaluation, your supervisor indicated that you excelled in sales, you can include this accomplishment on your resume by saying something like:
“Recognized by the regional director for excellence in sales during 3rd quarter, increasing profitability by 20%.”
You can also submit letters of recommendation along with your application materials, or after an interview to showcase your proven ability to perform well in the job, especially if the market is super competitive.
When it comes to choosing good references and asking for a reference, Herzing’s Career Development Team is always here for you! You can reach us at careerdevelopment@herzing.edu or by calling (866) 508-0748 x240.
Knowing the placement of your computer keyboard is fastly becoming a standard skill. Here are five tips to keep you up to speed on your keyboard skills.
Most, if not all, careers involve some computer-based work and require strong typing skills. Information technology professionals, for example, must be efficient typists in order to write code for computer and software programs. Accuracy is equally as important as speed, as a simple typo could result in a system-wide error.
In today’s technology-driven world, students and young adults become familiar with computers at an early age. Some schools have stopped teaching typing altogether, assuming students already possess the skills necessary to be successful in the modern workplace, according to an article in MIT’s Technology Review.
However, without proper training and practice, many individuals resort to hunt-and-peck typing, or looking down at the keyboard to select the right keys one-by-one. Mobile technology, such as tablets and smartphones, have also increased reliance on hunt-and-peck strategies.
The preferred typing method is known as touch-type, or typing without looking at the screen. This is much more efficient than hunt-and-peck; the average person types at an average of 40 words per minute, but a person who relies on the touch-type method can exceed 75 words per minute, allowing them to complete their work much more quickly and with minimal errors.
As you prepare to enter the workforce, here are some pointers to improve your own typing skills:
1.) Use the correct starting position
When practicing your typing skills, it’s important to use proper hand placement. To start, keep your fingers positioned over the home row keys (left hand over the A, S, D, and F keys, and the right hand over the J, K, L, and ; keys), with your thumbs hovering over the space bar. From here, you can move your fingers slightly to reach neighboring keys. Your hands should always return this starting position.
These conventions are meant to help you familiarize yourself with the keyboard. As you become more experienced, you can experiment with different variations of this starting position to find the placement that is most comfortable and natural for you.
2.) Don’t look down your hands
Instead of looking down at your hands, focus on your screen. This can be difficult at first, especially if you have not yet mastered the exact placement of the keys. However, looking at the screen will help improve your accuracy because you will be able to catch your typos as they occur. You’ll also begin to memorize the placement of the keys, so you’ll be able to type more quickly as you practice.
3.) Maintain good posture
Sitting in an upright position is going to make it easier to type faster. If you are used to slouching in your chair or working from the couch, try moving to a straight-backed chair or working at your desk.
4.) Find a comfortable position for your hands
The wrong hand placement can make it uncomfortable to type for extended periods of time. The space bar of your keyboard should be centered with your body, so that you are not reading your screen or typing from an angle. As you type, rest your elbows on the table and keep your wrists slightly elevated. You should never bend or angle your wrists dramatically.
5.) Practice!
Nothing is mastered overnight, and in order to really improve your typing accuracy and speed, you need to practice every day. There are many websites that offer free typing skills tests and practice, such as Typing Academy, TypingClub and How To Type. It’s important to take your time with these typing exercises and assessments. Attempting to rush through them will only result in more errors at first. Trust that your speed will improve naturally as you become more familiar with the keyboard.
Improving your typing skills will not only make your student life much easier, it will benefit you in your future career as well. It might take a lot of practice to see improvement, but don’t give up. You’ll be typing like a pro in no time!
The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.
We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.
Brainstorm of ideas for the next phase of evaluation 1. Which modules from phase one do we need to test for usability?
Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testingand not part of the research project.
Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
NZ Information Sources
– review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.
2. Which modules to be investigated as part of the research project? Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.
Science report – as above.
Essay writing
– M wishes to customise this module for a foundation course.
Digital Information Literacy
– expert review & consultation – FLNW** conference visitors – this module and others.
Springboard (introduction to IL) module – expert review
Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.
Expert review will also be obtained re ANZIIL standards.
Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.
Methods for disseminating modules
Add OIL link to institutional websites
Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.
We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.
Brainstorm of ideas for the next phase of evaluation 1. Which modules from phase one do we need to test for usability?
Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testingand not part of the research project.
Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
NZ Information Sources
– review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.
2. Which modules to be investigated as part of the research project? Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.
Science report – as above.
Essay writing
– M wishes to customise this module for a foundation course.
Digital Information Literacy
– expert review & consultation – FLNW** conference visitors – this module and others.
Springboard (introduction to IL) module – expert review
Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.
Expert review will also be obtained re ANZIIL standards.
Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.
Methods for disseminating modules
Add OIL link to institutional websites
Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
Competing with a computer or mobile screen for students\’ attention can be a challenge at best and at worst extremely frustrating. In this posting I will share some techniques and approaches for dealing with these problems.
Ban devices
Obviously this is the simplest way to deal with the problem, however, banning devices in class can be hard to enforce especially with teen students and older. It will also become harder as more technology becomes wearable, and particularly with adult classes, this approach could border on the insulting.
Banning devices in the classroom also deprives us and our students of the opportunity to develop responsible approaches to using these devices and robs students of the opportunity to develop their digital literacy skills and exploit the genuine benefits that technology in the classroom can bring.
Turn off the device
This is much less extreme than banning devices from the class and can be part of a strategy for more responsible use of devices. Have parts of a lesson or even complete lessons when you ask students to turn off their device.
In this way the devices can be available when we need them and we can start to build a more responsible though very controlled approach to the use of technology. This becomes more difficult with computers which take much longer to boot up.
Motivational reward
You can use mobile or computer use as a motivational tool by giving students a break when they have been working well and allowing them a few minutes to use their mobile device or computer freely.
This isn\’t to say that you don\’t also use them as part of the lesson, but just giving students a short break to check their email or social media can help top reduce their anxiety levels. Remember that many more digitally connected people now have parallel virtual lives happening along side their physical life.
Turn off the screen
If you have students sitting with a computer screen screen in front of them in a more old fashioned computer room with desktop computers then you can ask them just to turn off the screen when you want their attention. Then they can quite easily turn it back on again when you are ready to get them working again.
Go to the home screen
Rather than turning the screen off, you can also get students to go to the home screen on the computer or device, until you are ready for them to go back to work.
Turn over
In the case of tablets or mobile phones an easy solution when you want students\’ attention is simply to ask them to turn their device over on the desk so the screen is facing downwards. Then as soon as you are ready for them to get back to work they can turn it over again.
Reinforce instructions
You can use the devices with a backchannel tool like TodaysMeet to reinforce your instructions. As soon as you have given instructions verbally you can add them to the backchannel and then students also have them to refer back to during the activity.
This can also help them to stay on task and interact with you and each other while they work.
Reduce teacher directed learning
Think about how you can reduce teacher directed learning and point students towards web based materials where they can learn for themselves.
You can use the backchannel tool like TodaysMeet to share links to the materials you want them to investigate. This could be text video or audio materials that you have created yourself or that you have discovered. You can point different groups of students towards different materials sources and then get them to share and compare what they have learned together.
This approach makes much better use of the technology and helps your students to develop as more autonomous learners. It also demands more from them as critical thinkers and researchers and helps to develop the kinds of real life digital literacy skills they will need.
This approach also has benefits for you as a teacher. It takes the spotlight off you and gives you The opportunity to get up close to the students, to monitor what they are doing and steer weaker students in the right direction.
Controlling the device
Teach students how to control not be controlled by their mobile device. Many mobile apps are designed to be attention needy. They constantly flash up notifications through messages and sounds which attempt to engage the owner’s attention. Teach your students how to switch off these attention grabbing alerts so that they can control when they decide to check messages.
Keep doing it Whichever of these techniques you use, the important thing is to be consistent and persistent. You have to train your students to adopt the kind of responsible behaviour towards their device that you want in your classroom. This isn’t going to happen instantly. You’ll need to stick with it.
Please feel free to share any suggestions or techniques you have for helping to manage a digital classroom.
Competing with a computer or mobile screen for students\’ attention can be a challenge at best and at worst extremely frustrating. In this posting I will share some techniques and approaches for dealing with these problems.
Ban devices
Obviously this is the simplest way to deal with the problem, however, banning devices in class can be hard to enforce especially with teen students and older. It will also become harder as more technology becomes wearable, and particularly with adult classes, this approach could border on the insulting.
Banning devices in the classroom also deprives us and our students of the opportunity to develop responsible approaches to using these devices and robs students of the opportunity to develop their digital literacy skills and exploit the genuine benefits that technology in the classroom can bring.
Turn off the device
This is much less extreme than banning devices from the class and can be part of a strategy for more responsible use of devices. Have parts of a lesson or even complete lessons when you ask students to turn off their device.
In this way the devices can be available when we need them and we can start to build a more responsible though very controlled approach to the use of technology. This becomes more difficult with computers which take much longer to boot up.
Motivational reward
You can use mobile or computer use as a motivational tool by giving students a break when they have been working well and allowing them a few minutes to use their mobile device or computer freely.
This isn\’t to say that you don\’t also use them as part of the lesson, but just giving students a short break to check their email or social media can help top reduce their anxiety levels. Remember that many more digitally connected people now have parallel virtual lives happening along side their physical life.
Turn off the screen
If you have students sitting with a computer screen screen in front of them in a more old fashioned computer room with desktop computers then you can ask them just to turn off the screen when you want their attention. Then they can quite easily turn it back on again when you are ready to get them working again.
Go to the home screen
Rather than turning the screen off, you can also get students to go to the home screen on the computer or device, until you are ready for them to go back to work.
Turn over
In the case of tablets or mobile phones an easy solution when you want students\’ attention is simply to ask them to turn their device over on the desk so the screen is facing downwards. Then as soon as you are ready for them to get back to work they can turn it over again.
Reinforce instructions
You can use the devices with a backchannel tool like TodaysMeet to reinforce your instructions. As soon as you have given instructions verbally you can add them to the backchannel and then students also have them to refer back to during the activity.
This can also help them to stay on task and interact with you and each other while they work.
Reduce teacher directed learning
Think about how you can reduce teacher directed learning and point students towards web based materials where they can learn for themselves.
You can use the backchannel tool like TodaysMeet to share links to the materials you want them to investigate. This could be text video or audio materials that you have created yourself or that you have discovered. You can point different groups of students towards different materials sources and then get them to share and compare what they have learned together.
This approach makes much better use of the technology and helps your students to develop as more autonomous learners. It also demands more from them as critical thinkers and researchers and helps to develop the kinds of real life digital literacy skills they will need.
This approach also has benefits for you as a teacher. It takes the spotlight off you and gives you The opportunity to get up close to the students, to monitor what they are doing and steer weaker students in the right direction.
Controlling the device
Teach students how to control not be controlled by their mobile device. Many mobile apps are designed to be attention needy. They constantly flash up notifications through messages and sounds which attempt to engage the owner’s attention. Teach your students how to switch off these attention grabbing alerts so that they can control when they decide to check messages.
Keep doing it Whichever of these techniques you use, the important thing is to be consistent and persistent. You have to train your students to adopt the kind of responsible behaviour towards their device that you want in your classroom. This isn’t going to happen instantly. You’ll need to stick with it.
Please feel free to share any suggestions or techniques you have for helping to manage a digital classroom.
Canvas is Herzing University’s new learning system, designed to make students’ lives easier. Check out these four noteworthy features!
Are you taking advantage of all that Canvas has to offer? Canvas is Herzing University’s new learning system, designed to make students’ lives easier. It’s ranked as one of the top learning platforms for higher education institutions, due to its user-friendly interface and its ability to integrate seamlessly with other tools and platforms.
Are you on the go and need to submit an assignment from your phone? Running late to class and need to send your professor a quick note? With Canvas, it’s easier than ever to stay on top of all of your assignments, communicate with professors and classmates and manage all your to-dos.
Check out these four features that will make your life easier:
1. Canvas Calendar
Your Canvas Calendar allows you to see all of your assignments, exams, events and courses in one place, making it easier for you to stay on task and keep track of your weekly activities. You can choose to view one course at a time, or all courses at once. You can add events and to-do items to your personal calendar at any time by clicking the “Add” button in the navigation bar.
Your professors can also schedule appointments and class events on this calendar, so it’s a great place for you to get instant class updates. Conveniently, the Canvas Calendar can also sync with another calendar on your device, such as Google Calendar or Outlook.
2. Canvas Conversations
Canvas makes communication with your instructors easier with a simple, user-friendly messages feature. Rather than visiting each course page to find your messages with specific instructors, you simply have to click on the inbox on the left side menu to see all of your messages with instructors, tutors and career coaches in one place.
Canvas Conversations works much like an email account, with the ability to reply all, forward messages, include attachments and more. With Canvas, you have access to one central hub for all your course-related communications, so that nothing gets lost in your personal email.
3. Canvas Student App
Canvas designed to be mobile-first, so you can access the website from a mobile browser and still perform many of the functions you would be able to do from your computer, such as submitting assignments, participating in discussions, viewing course materials and accessing your grades.
Canvas also offers a free mobile app called Canvas Student, available for Android and iOS devices. The app also provides access to course calendars, to-do items, notifications, and Conversations messages.
4. Canvas Notifications
Canvas can send you notifications via email, text, or push notifications if you have the mobile app installed on your phone. You can ask Canvas to send you alerts for just about anything, such as when an instructor posts an announcement, when a due date changes, when you get feedback from an instructor, when somebody posts to your discussion post, and a lot more.
You can also choose from four different notification types: notify me right away, daily summary, weekly summary, or don’t send. This is another highly customizable feature that will help you stay on task and up-to-date with everything happening in your courses.
Whether you’re an online student or on-campus, Canvas is a hub for all of your learning activities. By taking advantage of these four features, you can stay connected and on top of your schedule no matter where you are.
Note: While Herzing University is extending mobile friendliness by moving to Canvas, not all of our curriculum is 100 percent mobile friendly, so students may come across an assignment or quiz that cannot be completed on a mobile device. Enrolling in a Herzing University course still requires access to a computer, per our technology requirements.
Let me begin by first and foremost saying that, “A rape is a rape and under no circumstances can ever be justified! Even if a woman roams nude or is habituated to sex, this can be no ground to justify rape”! Even Supreme Court has time and again reiterated this! Yet it is the single biggest misfortune of India that in last 15 to 16 years, only one poor rapist named Dhananjoy Chatterjee was hanged for rape cum murder of a Class XI girl and that too on circumstantial evidence alone and still he was not given the benefit of doubt! Why this zero tolerance as shown in Dhananjoy Chatterjee’s case not shown in other cases also? Why should we be not ashamed of it?
While lamenting about this, senior and eminent Supreme Court advocate Colin Gonsalves very rightly pointed out that his petition was drafted by prisoners of Tihar jail and we cannot dispute that this was rightly termed as “miscarriage of justice! Why in many other similar cases like that of Priyadarshini Mattoo murder case where a law student studying in LLB who was raped and murdered by her senior was the convict not hanged similarly?
Just because the convict was affluent and powerful! This is just one case I am citing. There are many more such cases where we see that the rich and powerful very easily escape death penalty by hiring a battery of eminent and experienced lawyers and escape with far lesser punishment! All this happens right under the nose of the Supreme Court and still we see nothing changes in last so many years! This is what I find most worrying!
What is even more deplorable is that our legal system proceeds on an excruciatingly glacial pace for which no one else but our lawmakers are directly responsible! Who are these lawmakers? Those who are elected to Parliament and 45% of them are facing criminal cases including that of rape case! Why should these lawmakers not be barred from entering Parliament until they are finally exonerated not by just lower court but by the top court? How can we expect such lawmakers to make tough laws?
This alone explains why we have all this review petition, curative petition, mercy petition etc which ensures that cases are not decided in time and by the time cases are decided finally the family of victims lose all hope and break down completely! Should we be proud of this? Why there is no mandatory death penalty for rape cases? Who is protecting them?
The Vice President M Venkaiah Naidu very rightly said that, “What happens even after punishment is given (to convicts). We all are witness…appeal, mercy (petition)… can anybody think of having mercy on such people? This kind of violation of dignity of women cannot go on unchallenged. What is required is not a new bill; what is required is political will, administrative skill and then change of mindset and then go for the kill of the social evil.” He has very rightly expressed his utmost unhappiness on the niggardly and glacial pace with which our justice system moves most excruciatingly which completely destroys the morale of the parents and relatives of victims which under no circumstances can ever be justified by anyone! The Vice President has very rightly and eruditely suggested a rethink on the practice of allowing convicts in such heinous crimes to go in for mercy appeals because the death sentence of convicts in the 2012 Nirbhaya case, which saw major protests and tougher legislation, were still to be carried out. He also very rightly suggested that photographs of those guilty of crimes against women should be published to instill social stigma and fear in them!
Police encounters in which undertrials are killed cannot be justified. But we saw how just recently in early morning hours of December 6, 2019 when the police killed all the four rape accused in Hyderabad gangrape-cum-murder, there was a national rejoicing as we saw for ourselves in different newschannels and even MPs and Chief Ministers as well as former Chief Ministers welcomed this and a huge crowd of people started throwing flowers on those policemen who killed them! This is mainly because we rarely see rapist being hanged and our legal system proceeds so slowly that many people now have lost faith in the capability of our judicial system to deliver justice in time! This is most dangerous for our country and for this not just Supreme Court but even Parliament which comprises of our lawmakers and many of whom are themselves facing serious crime charges must introspect honestly and make tough laws in this regard including barring all those MPs who are under the scanner!
Why should a civilized society have any soft corner for such “dreaded goons” who indulge in gangrape? Why do our courts display leniency towards such dastardly acts of crime and why mandatory death penalty is not awarded to such “dreaded goons”? Why those committing such dastardly acts are not awarded mandatory death penalty in all such cases where either a child is raped or gang rape is omitted accompanied with murder?
Why in our IPC punishment for gangrape is classified according to age? Why are “minors” who are less than 18 years of age allowed to get away most easily by just spending 3 years at the most in a child reform house? Why should any form of leniency be shown even for “minors” who “brutally vandalise” the very dignity and wellbeing of a female without any fault of her?
Why should those rapists who know how to gangrape be let off just by citing their age factor? How can Centre justify it? How can Parliament justify it? How can any Court justify it?
Why are rapists released for some time on bail? Why the life and safety of victim is not cared for by the police? Why do we see that rapists after coming out of the jail many times corner the girl and then killed her by either burning her as we saw most recently in Unaao in UP where the women was raped in March and then just recently while she was going to a court in Rai Bareli in a rape case was most brutally attacked by 5 men who had earlier raped her and was burnt 90 percent? Still our Parliament will keep dwelling on whether to award death penalty to such rapists or not!
Why women does not feel safe anywhere in India? It is because our politicians, Judges, lawmakers feel most happy and proud to note that in last 15 to 16 years just one poor Dhananjoy Chatterjee is hanged for rape cum murder and do just nothing to ensure that others against whom there is strong evidence also unlike Dhananjoy’s case where evidence was just circumstantial are hanged similarly! Should we be proud of this and does it enhance the reputation of our country in the world?
Under the amended law for rape, no “discretion bomb” in the form of “may” should be left which has been mostly abused in favour of the rape accused and the punishment should only be death and nothing but death so that all those who rape are promptly hanged and not once in 15 or 16 years as we saw in case of Dhananjoy Chatterjee! There should be no life term, no twenty years but only death for gang rape. It is most unfortunate that even under the 2018 amended Section 376D of IPC which prescribes punishment for gang rape we see that the punishment is not less than twenty years but which may extend to life! Why “may extend to life”? Why so much of leniency that even for gang rape we see that punishment starts from twenty years but extends only to life and here too discretionary power rests with Judge which is shameful and what is most shameful is that there is no mention of death penalty even here leave alone making it mandatory? This must change now!
Why different punishment prescribed for gang rape on woman under 16 years of age as prescribed in Section 376DA and that on woman under 12 years of age as prescribed under Section 376DB of IPC? Why only life imprisonment under Section 376DA and not death? Why option of life and death in Section 376DB of IPC?
Why even for repeated offenders there is no mandatory death penalty and why the option of life term is added simultaneously in Section 376E of IPC? All these escape routes must be closed now forever so that rapists are never able to take advantage of the loopholes in our legal system anymore now! But are our politicians, lawmakers and Centre ready to do this or will they be happy with just face saving exercise and lip service? Only time will tell!
The past track record in cases like Nirbhaya and many others are not very inspiring but they can still be rectified! The ball is in court of Centre, lawmakers and Parliament for it is they who enact the law and it is they who ensure that rapists in Nirbhaya case like many others are not hanged even after being convicted by the Supreme Court and even after their review petition gets rejected by Supreme Court as they just sit on mercy petition and don’t decide it soon as we saw in case of killers of former PM late Rajiv Gandhi whose mercy petition kept pending for decades! Should we be proud of this?
Must act now without fail or else our democratic system will crumble and if gang hanging is not done it is people who will then do mob hanging like we are seeing also in many cases! No more excuses! No castration, no jail term, no life term and no minor excuse but only death as they deserve to be hanged at the earliest and killed like mosquitoes! No mercy for them, no review for them and no other escape route for them! Only death!
Why rape cases are not decided within few days or a month? Why sentence is not handed out promptly? Why cases keep pending for decades first in lower courts, then in high court and finally in Supreme Court?
Why can’t this be corrected by our lawmakers by amending law accordingly and setting a fixed time limit for deciding rape cases? Why is time limit not set for deciding review petition? Why is review and curative petition not abolished in heinous crimes like rape and terror?
Why mercy petition is not decided in few days or why should it not be abolished altogether for rape and terror cases? Why only the rights of the accused takes precedence over the rights of the victim? Why even our lawmakers prefer to look the other way on this all important issue as we have been seeing since last 72 years?
It is high time and now concrete steps must be taken on ground to ensure that our penal laws are amended and the most strictest punishment of death penalty be imposed uniformly on all those indulging in gang rape and there should be no “mercy petition” facility for such “dreaded goons” who display the worst form of violence against women whom we all worship in one form or the other like Durga, Gauri, Kali etc or in form of our mother and sister!
Can gangrape of any female accompanied with murder be justified under any circumstances? Can any punishment less than death penalty be ever justified in such cases of heinous crimes? If still Centre says “Yes” then it must immediately abolish death penalty for all types of crimes for it has no right to be on our penal laws if it cannot be awarded to those who indulge in gangrape or even rape accompanied with murder!
What the hell is Centre doing? How long will it keep inviting views from all on this? How long will it shy away from amending our penal laws to make it mandatory for death penalty to be imposed in all cases of rape or gangrape accompanied with murder? How long will female keep getting raped, gangraped and murdered?
Needless to say, this alone explains that why we are even below Pakistan and Bangladesh when it comes to “happiness index”! No time is spared to hang those who commit heinous crimes in Pakistan and Bangladesh. But see what is happening in our country!
Those accused in Nirbhaya gangrape cum murder case have not even been hanged till now seven years later even though Supreme Court has awarded them death penalty and their review petition have also been rejected! They are now availing the facility of “mercy petition” for which no definite time limit is specified for deciding it due to which they remain pending for many years! How can all this be justified by anyone on any ground whatsoever?
Why is gang rape in India not accompanied with gang hanging? Why should they be allowed to escape on any ground whatsoever? Why should they be allowed to escape punishment citing age as a reason? What message are we sending by exempting minors from strictest punishment?
The biggest treachery that our politicians have done with our Constitution is to ensure that heinous crimes like gang rape or rape accompanied with murder, terror crimes funded by foreign countries are not punished with mandatory death penalty and also by not abolishing ‘mercy petition’ privilege for such “dreaded goons” and terrorists! Why our judicial and legal system saves rapists and more crucially gang rapists from being hanged? How many gang rapists have been hanged till now since 1947 till 2019? We all know the answer! We all must be terribly ashamed of it. All Supreme Court Judges and all senior and eminent lawyers whom I would term “legal giants” like Soli J Sorabjee, Harish Salve, Kapil Sibal, Abhishek Manu Singhvi among others must introspect on this and give their expert advice to enhance the reputation of judiciary in the eyes of people and restore the waning confidence among the people which is a matter of utmost concern for all of us! We just cannot now afford to sit idle anymore!
On Thursday this week – Dawn, Tiffany and I met to discuss how to progress the evaluation and research side of things. This is all set up in a wiki for the project team.
We worked through the research questions and methodology and revamped the questionnaire so it is more generic. The information sheet needs to be modified now to suit the different research approaches we all agreed on in a previous meeting – see overview. we need to get the changes to the college ethics committee by mid-September.
Next meeting Thursday 7 Aug.
This morning M, D and I observed a Business communication class (n=19) using the Business report module. The class was taken by I who has also been developing the module. We used the feedback sheet from the OIL website (with some slight changes) and got them to fill it out in class which worked really well. It took an average of 30-40 min to work through. Most of them worked through from start to finish.
We also got them to work in pairs and tell each other what they liked and didn’t like, and how they thought the module would be useful for their business report assignment. We got them to write some key things on the whiteboard around these items. They all engaged with the module and we now have several questionnaires to analyse and some potential participants for the research project. In October, after the business report assignments are handed in, we will return to talk to the class and find out whether or how they used the module to write their reports.
One-third of all undergraduate students currently take at least one course online. Here are seven tips to be successful as an online student.
Whether you’re a traditional or non-traditional student, online classes can help you fit your education into your busy life. Many students are discovering the added flexibility of online programs. For example, one-third of all undergraduate students currently take at least one course online, according to the National Center for Education Statistics (NCES).
While online courses offer many benefits, they’re also different than traditional classes, and it’s important to know what to expect before you get started.
Here are seven success-tips for online students.
1. Be a responsible self-starter
It’s a myth that online classes are easier than on-campus ones. While you’ll have a lot more flexibility in your schedule, the coursework will be just as challenging as an on-campus class. As an online student, you need to hold yourself accountable and have a good sense of personal responsibility. Being a self-starter who can prioritize assignments and plan ahead is key to your success.
2. Make an effort to communicate with your classmates and professors
Even though you likely won’t meet your classmates or instructors in person, there are many ways online students can stay connected and feel like they are a part of the college community. Some students use social media groups to communicate with their classmates, and instructors often make themselves available to online students through video chat or by phone.
At Herzing, both online and on-campus students also have access to Canvas, which is a learning management system designed to help you stay organized. It also has a section called Canvas Conversations, which functions a lot like an email account and allows you to communicate with your classmates and instructors with ease. Check out this this blog post for more tips on using Canvas.
It’s also important to keep up on your emails as an online student, since you don’t have the advantage of hearing important reminders in class. You should check your school email at least once a day so that you don’t miss any important coursework or announcements. Respond to emails as soon as they come in, or you risk forgetting about them.
3. Studying is still necessary
Some online students don’t think they need to study because they can get away with using notes and other assistance while taking a test at home.
WRONG! Online classes aren’t free-for-alls where anything goes. Online learning software has dramatically improved over the years and many systems incorporate cheating detection technologies to deter students from cheating. Also, it’s not uncommon to be required to have a computer with a webcam so that you can be recorded taking your exam.
Make sure you’re paying attention to lectures, doing your readings, taking notes, and taking advantage of all the academic resources provided to you, just as you would in an on-campus class.
4. Learn to manage your time
When you’re an online student, your regular life doesn’t stop. If you don’t manage your time well, you’re going to struggle in finding a balance between school, work and your other commitments. Create a routine that works for you and helps you stay on top of your schoolwork. For example, if you regularly schedule a time each week to write out your upcoming to-dos, prep meals for work and school and do other housekeeping tasks, you’ll go into the week feeling more confident and organized.
Need some tips on how to get better at time management? Check out this blog post.
5. Get a planner or use a digital calendar
A planner or digital calendar can help keep you organized. Some people like old-fashioned, hand-written reminders, while others like to be able to manage their to-do list on the go in a calendar app on their smartphone. Whichever option you choose, a planner of some form will certainly help you succeed.
6. Find a quiet place to study and work
In order to perform well in a class, you’ll need a quiet place to study and take your exams and quizzes. If you’re a parent, finding a time and place to do your schoolwork can be difficult with children running around. If you have roommates, they could be a bigger distraction than you realize. No matter your situation, you need to find a location that allows you to focus.
Try to find a time at home when you can be alone without distractions, such as when your kids are at school or after they’ve gone to bed. If that’s not possible, see if you can take time out of your schedule to go to your local library. Many libraries have study rooms that you can reserve ahead of time for as long as you need. You’d be amazed at how much work you can get done when you set up a quality study environment.
7. Don’t forget to ask for help
If you are struggling in class, you should use Canvas to get in touch with your instructor and fellow students. Asking for help is a far better solution than struggling in silence. No matter the issue, your instructors can help you work through it and find success. They are there to help you, so don’t hesitate to reach out and ask for assistance!
On Thursday this week – Dawn, Tiffany and I met to discuss how to progress the evaluation and research side of things. This is all set up in a wiki for the project team.
We worked through the research questions and methodology and revamped the questionnaire so it is more generic. The information sheet needs to be modified now to suit the different research approaches we all agreed on in a previous meeting – see overview. we need to get the changes to the college ethics committee by mid-September.
Next meeting Thursday 7 Aug.
This morning M, D and I observed a Business communication class (n=19) using the Business report module. The class was taken by I who has also been developing the module. We used the feedback sheet from the OIL website (with some slight changes) and got them to fill it out in class which worked really well. It took an average of 30-40 min to work through. Most of them worked through from start to finish.
We also got them to work in pairs and tell each other what they liked and didn\’t like, and how they thought the module would be useful for their business report assignment. We got them to write some key things on the whiteboard around these items. They all engaged with the module and we now have several questionnaires to analyse and some potential participants for the research project. In October, after the business report assignments are handed in, we will return to talk to the class and find out whether or how they used the module to write their reports.
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