Edible Journey: Food School
Authentic Learning Within an Online Course
RN to Client/RN to RN Video Assignment
Description: This assignment is intended to build students’ knowledge around medications, develop skill in assuming the RN educator role, and learning from peers. To accomplish this, students will create two teaching videos during the semester. One video will be an RN to client medication teaching video and the second video will be an RN to newly licensed RN medication teaching video. Language used will be different when the RN is teaching a client or a peer. Students will be assigned to a group and each student will choose a different medication to use in each of their teaching videos. When thinking about what information to include about the drug, think about what a nurse or a client needs to know about the drug to be safe. Include the following information and save as a Word document to share with your classmates in the separate discussion board (this document will replace drug cards): • Generic name and therapeutic class• Action (put in appropriate level of language for the intended audience)• Indications for use• Most common and serious adverse effects• Required monitoring (if needed)• Contraindications and cautions• Nursing considerations (RN- RN Teaching)• When to contact the provider Students will be divided into groups and each student will choose a medication from the list provided. Based on the selected medication, students will record a video that is no longer than 3 minutes in length. Students should write out a script and read it out-loud to time it so that it does not exceed 3 minutes. Practice it until it sounds professional, and then record it. The following tips for making a professional teaching video will help you produce a good video. • Position the camera (on your phone or computer) slightly above your eyes so you look slightly up at it and look right at the camera; avoid looking down at the camera. You want the recording to include your face and part of your torso. Avoid sitting in front of a window (causes glare) and have an uncluttered background• Do not play with other items (e.g. your hair or glasses)• Use the built-in microphone on your device; not a headset• Smile and speak at a reasonable speed using appropriate medical/nursing terminology for your audience (client or a newly licensed nurse) but rephrase difficult concepts using your own words.• You do not need to memorize your script and you should not read it word for word off your notes
Learning Game App
Online Discussion Board
K-W-L Strategy for Online Discussions
Conclusion:KWL and ARCS provide frameworks that foster student interaction, elicit information about prior knowledge and changes in attitude, and increase intrinsic motivation by encouraging students to consider their goals for the course and their professional practice. These strategies can apply throughout the semester. After a KW discussion conducted during the first week, L discussions can occur at intervals throughout the semester. For instance, the first L discussion board could cover the modules up to Exam 1, the second could cover modules up to Exam 2, and so on. This would provide five (or six, if a final L discussion is scheduled) discussions throughout the semester, which is a more practical, intentional use of the instructor’s time than a weekly prompt/response structure. As an added benefit, K-W-L discussions can serve as formative feedback for instructors as students share what they would like to know more about as the course progresses. References:Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39: 564-570.