Thoughts of how I can use these tools for my online education courses: The curator tools are really interesting and can be confusing if you’re a students or just someone looking for answers about questions on the internet. Online education for nursing education link: J. Kim, Digital Curation

I like the idea of having several resources available in place, when you send out a link and publish your curated site to those on the internet and maybe to those who you specifically want to see your site and collection of education that you want your students or clients to see within the  community. Pinterest and nursing informatics

While I was doing research on nursing education I found myself  thinking or how this is going to take specialists in informatics to keep these tools updated and current. Its amazing how we can use these tools in our course and to create an eduction tool, but the updating and even the creating can be difficult and time consuming.

Below are a few articles that cover the need to education and for nurses in informatics to become familiar with online education.  An emerging role: RN curator

Brooks, Beth. (2014). An Emerging Role: The Nurse Content Curator. Nursing forum. 50. 10.1111/nuf.12095.

A new phenomenon, the inverted or “flipped” classroom, assumes that students are no longer acquiring knowledge exclusively through textbooks or lectures. Instead, they are seeking out the vast amount of free information available to them online (the very essence of open source) to supplement learning gleaned in textbooks and lectures. With so much open-source content available to nursing faculty, it benefits the faculty to use readily available, technologically advanced content. The nurse content curator supports nursing faculty in its use of such content. Even more importantly, the highly paid, time-strapped faculty is not spending an inordinate amount of effort surfing for and evaluating content. The nurse content curator does that work, while the faculty uses its time more effectively to help students vet the truth, make meaning of the content, and learn to problem-solve.

 

 

 

 

 

Below is a link for a public childbirth education resource page.

https://www.scoop.it/t/childbirth-education-by-ammie-tremblay

The goal that I have is to create a resources page for parents to access and get information that relates to childbirth education.

I really want to create a space that can house five minute videos that I create that relate to childbirth education.

As I did my research this week I was looking for the ideas to find a place that gave me more then what I can do, this of course is =going to cost money, becasue the free site does not cover all that I need, but if I pay for it I believe I can create a resource for new mom”s and families.

This Scoop It!!  is not the idea of what I really want at this point, but I like the idea that I can group these resources and add and update as I need.

I used my rubric to judge the Scoop IT! site.

I placed the bolded on the met items. I feel that with a little more time, I  can probably use this tool very easily. I just wonder how I can get my audience to my Scoop IT!! site?

NS 644 Tremblay: Technology Assessment Rubric Template.

	Exceeds Expectations	Meets Expectations	Unacceptable
Help/ Support	Help section is detailed; includes both video and textual content; clear indication of where and how to find help; seamless experience for user; phone or chat support available.	Provides a help section with information related to all classroom uses; easy to find and use.	Help section not provided; difficult to impossible to find; lacks content relevant to classroom use.
Student –Centered Learning focuses digital resource/Tool	The resources effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.	The resource is able to navigate the learner to develop skills for college and career readiness	The resource can be navigated with active learning component to the site.
Function of the Tool/digital resource	Clearly explained how the tools work using a large range of action verbs and technical words	Clearly explained how the tools work using action verbs and technical words	Explained how the tools work using some action verbs and technical words
Design of Tool/Digital resource	Clearly identified and explained in detail, two problems with the tools	Clearly identified and explained two problems with the tools	Identified and explained two problems with the tools
Content of Tool/Digital resource	Reflects essential information; is logically arranged; concepts succinctly presented; no misspellings or grammatical errors	Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; fewer than three misspellings or grammatical errors.	Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors.
Text of Tool and Digital Resource	Easy to read/ appropriately sized; no more than three different fonts; amount of text is appropriate for intended audience; boldface used for emphasis.	Most text is easy to read; uses no more than four different fonts; amount of text generally fits intended audience.	Font too small to read easily; more than four different fonts used; text amount is excessive for intended audience.
Accessibility or Tool and Digital resource	The resource is accessible to all types of students. It accommodates those with learning and/or physical disabilities.	The resource is accessible to most types of students. It partially accommodates those with learning and/or physical disabilities	The resource is not accessible to all types of students. It does not accommodate for those with learning and/or physical disabilities.
Resources used in the Tool /digital recourses are Evidence based and less then 5 years old.	Resource page: Resources less then 5 years old Evidence Based resources used Resources supported in peer review practice and organizations	Resources: Most resources used less then 5 years. Resources are peer reviewed	Resources: Difficulty to find, None present Non-evidence based practice resources non-peer reviewed resources.
Technical Soundness	The resource is always reliable. It is easy to use and/or understand	The resource is reliable some of the time. It is slightly difficult to use and/or understand.	The resource is not reliable. It is difficult to use and/ or understand.
Design and appeal of the tool/digital resource	Clean design; high visual appeal; four or fewer symbol shapes; fits page without a lot of scrolling; color used effectively for emphasis.	Design is fairly clean, with a few exceptions; diagram has visual appeal; four or fewer symbol shapes; fits page well; uses color effectively most of time.	Cluttered design; low in visual appeal; requires a lot of scrolling to view entire diagram; choice of colors lacks visual appeal and impedes comprehension.

 

 

 

Hello Everyone,

So I was thinking about this digital footprint and I got a bit nervous and anxious knowing all the things I do online today.

I guess I am lucky becasue this is relatively new for someone like me, who had her first computer in 1985 that had a floppy disk and we had no internet at that time.

I had my first email account when I was 21, and I only used it to send emails to my boyfriend at the time. so weird.

Below is the link to my mind map: Tremblay Digital Footprint

After doing this exercise, I have a sense of loss of control right now, but I realize this is really something we need to do to have a presence online and be part of the modern online community.

I just wonder how much does this really need to be online and present for the public today?

How much of a splash am i really making in this huge digital sea of information?

How much of my privacy am I losing by being so present in the sea of digital information?

Just some thoughts,

Thanks,

Ammie Tremblay

The Technology Rubric, was not an easy task. I had to think about what I wanted to find in a technology tool and digital resource. That seems to be such an issue for me, when looking at tools for students I have to find things that are both usable for the students but able to be used for faculty. These tools and resources need to meet standards of accessibility, universal design, andover appeal to the general student audience. creating and using rubrics

I also wanted to make sure that I was evaluating the reliability of the content in the tool and digital resources as well as understand the need for the current content.

Student need to understand and trust the information and recourses that are using. We also need to make sure this is a tool that faculty can use as well. If you cannot use the tool as a faculty how can you expect the student to navigate the tool or resources effectively. How to write a Design Technologies assessment rubric

The idea of the content presentation, reliability of content, appeal, accessibility and navigation of the tool/digital resource is very important to me when creating a rubric. Build Better Assessments With Our “21st Century Assessment” Rubric

 

NS 644 Tremblay: Technology Assessment Rubric Template.

	Exceeds Expectations	Meets Expectations	Unacceptable
Help/ Support	Help section is detailed; includes both video and textual content; clear indication of where and how to find help; seamless experience for user; phone or chat support available.	Provides a help section with information related to all classroom uses; easy to find and use.	Help section not provided; difficult to impossible to find; lacks content relevant to classroom use.
Student –Centered Learning focuses digital resource/Tool	The resources effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.	The resource is able to navigate the learner to develop skills for college and career readiness	The resource can be navigated with active learning component to the site.
Function of the Tool/digital resource	Clearly explained how the tools work using a large range of action verbs and technical words	Clearly explained how the tools work using action verbs and technical words	Explained how the tools work using some action verbs and technical words
Design of Tool/Digital resource	Clearly identified and explained in detail, two problems with the tools	Clearly identified and explained two problems with the tools	Identified and explained two problems with the tools
Content of Tool/Digital resource	Reflects essential information; is logically arranged; concepts succinctly presented; no misspellings or grammatical errors	Reflects most of the essential information; is generally logically arranged; concepts presented without too many excess words; fewer than three misspellings or grammatical errors.	Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors.
Text of Tool and Digital Resource	Easy to read/ appropriately sized; no more than three different fonts; amount of text is appropriate for intended audience; boldface used for emphasis.	Most text is easy to read; uses no more than four different fonts; amount of text generally fits intended audience.	Font too small to read easily; more than four different fonts used; text amount is excessive for intended audience.
Accessibility or Tool and Digital resource	The resource is accessible to all types of students. It accommodates those with learning and/or physical disabilities.	The resource is accessible to most types of students. It partially accommodates those with learning and/or physical disabilities	The resource is not accessible to all types of students. It does not accommodate for those with learning and/or physical disabilities.
Resources used in the Tool /digital recourses are Evidence based and less then 5 years old.	Resource page: Resources less then 5 years old Evidence Based resources used Resources supported in peer review practice and organizations	Resources: Most resources used less then 5 years. Resources are peer reviewed	Resources: Difficulty to find, None present Non-evidence based practice resources non-peer reviewed resources.
Technical Soundness	The resource is always reliable. It is easy to use and/or understand	The resource is reliable some of the time. It is slightly difficult to use and/or understand.	The resource is not reliable. It is difficult to use and/ or understand.
Design and appeal of the tool/digital resource	Clean design; high visual appeal; four or fewer symbol shapes; fits page without a lot of scrolling; color used effectively for emphasis.	Design is fairly clean, with a few exceptions; diagram has visual appeal; four or fewer symbol shapes; fits page well; uses color effectively most of time.	Cluttered design; low in visual appeal; requires a lot of scrolling to view entire diagram; choice of colors lacks visual appeal and impedes comprehension.

Bibliography

Franker, D. K. (2018, july 30). A+ Rubric. (U. o. Wisconsin-Stout, Producer) Retrieved from Schedule of online courses, online certificate programs, and graduate degree: https://www2.uwstout.edu/content/profdev/rubrics/inspirationrubric.html

International Society for Technology in education (ISTE). (2018). ISTE . Retrieved from Essential Conditions: https://www.iste.org/standards/essential-conditions

Joanne. (2017, Aug 25). Inter-Tech Education. (Edublogs, Producer) Retrieved from How to write a deign technologies assessment rubric: https://intertecheducation.edublogs.org/2017/08/25/how-to-write-a-design-technologies-assessment-rubric/

RCampus. (2018). iRubric. Retrieved from iRubric: Technology Evaluation Rubric: https://www.rcampus.com/rubricshowc.cfm?code=D5654&sp=yes&

 

 

Ammie Tremblay,

Then: born in Chicago, moved to Wisconsin. Raised in Wisconsin, behind a bar called, “The Welcome Back Inn.” in a small town that had more cows then people.  I attended public school, and was captain of the rifle corp. I played the French horn, and loved to create, what of course in mind mind were life changing pieces of art.  I was offered a scholarship to attend the Chicago Art Institute, or course I knew better and ran off to Florida, to live a free life and get my LPN. I have always continued to work on my craft, but I am not as earth shaking as I once believed.  I think that will come in time.  I lived in Fla, NC, GA, and finally Alaska. I am married I have two wonderful children Zach and Ian, they are my world, and above all the reason that I drive so hard to be a better me.   I completed the following degrees, LPN, AAS nursing, BSN Nursing, AS Education, MSN Nursing, and Community Health Clinical Nurse Specialists.

Today: I am working at making the most for a run for the PhD. I also want to make a difference in my community.  I have a small private doula practice, I take one client every three months and we create a birth experience that can be memorable and supported for the whole family.  I testify to legislatures on civic issues such as women’s health, reproductive rights and planned parenthood. I feel we need to be clear that sex education and the science of reproduction are founded in science not in the belief of one group of people. I also testify in the right for affordable health care and access to health care in Alaska.  I recycle and I love my pets.  I do take time to smell the roses, go shopping and play games at Dave and Busters to let off some steam.

Future: I want to go for the PhD: Ideas are endless for the project, but my end result is the following: I want to be the next nursing theorist for the modern health care provider:  I want to focus on Empathy in professional health care education. How do we teach a skill like empathy to our health care providers?  I want to have a collection of art work that reflects, who I am and how much I truly care about the collective we. I am hoping to hold office at some point in local government or on the state board of nursing.  lastly I want to live a life that leaves it all out on the table, if I did it and was successful great, if I failed then i need to get up and try again.  I need to live the example that I give my kids and the people around me.

I truly believe two main ideas in my life that drive me.

“No matter where you go, there you are”  Buckaroo Banzai and Confucius

 

 

“We are what we repeatedly do. Excellence is not an act, but a habit.” Aristotle

 

Thanks for joining me!

Hello, This blog is the start to becoming more calm and friendly with the use of technology.

I am always saying wow how did they do that and how can i use it in my classroom, or on my webpage.

So here is my start.

Good company in a journey makes the way seem shorter. — Izaak Walton

I choose this tool, because it was free and I feel it was something I could be creative with as well as ease of use. I wanted to be less technical and more real with my blog. Its hare to be soulful when you’re fighting with your computer.

Access to and Discussion of Your Learning Object

In every module, you will need to link, embed, attach, etc. both your learning object for the Collection and the completed personal Technology Evaluation rubric to the blog; if your peers cannot see these, you will not receive credit for their completion.

Next, you will need to discuss both the process of selecting the tool and the creation of your learning object. Again, this account shouldn’t be a blow by blow of each step you went through, but a synthesis of the overall experience. Ideally, this section will consider the following questions:

• Why did you select this tool?
• How did the testing process go? What worked, what didn’t?
• What moments made you go “ah-ha”? Made you want to throw your computer?
• How did the tool measure against your rubric?
• What learning object did you create? (How did it differ, if it did, from what you envisioned?)
• How did you select this learning object? How is it relevant to your curriculum?
• What process did you go through to select and curate the materials included in the learning object?
• Why was the tool you selected a good/bad choice to develop this learning object?
• Would you use the tool again?
• Is there specific feedback or support you would like relating to the learning object?

Please note you are not expected to answer each of these questions individually. Instead, use the questions to consider both the experience of selecting and using the tool and the creation of a learning object with the tool. Then, write a detailed, yet concise, synthesis of the experience as a whole.

Evaluation of Relevance to You and the Profession

Finally, you are asked to consider all you have learned within the module, both theoretical and through hands-on experience, to evaluate the role of the module’s toolset within your profession. Some questions to consider:

• How is this toolset useful/not useful to you as a professional educator? Within the profession?
• What concerns would need to be considered or addressed before the toolset could be adopted for education or professional use? (Accessibility, scalability, cost, etc.)
• What do you anticipate peer reaction to the toolset would be if adopted for use in education opportunities? The profession as a whole?
• What concerns do you have about use of the toolset within the profession?
• How could the toolset greatly benefit the profession? If it wouldn’t, why not?

While your response will likely stem from the literature you have read, your discussions with peers, your test of the technology, and your personal experiences, this should also be considered a space for inferencing and prediction. You are not expected to know all of the answers, nor do I want you to attempt to answer each question individually. Instead, take all of your thoughts relating to the questions and synthesize that knowledge to evaluate the relevance and efficacy of this toolset to you as a professional educator and to your profession as a whole. You can also use this space to pose questions to your peers…particularly if there is a question you are deeply grappling with and cannot resolve.