NR 512 Week 3 Discussions: Reflections on Second Life Experiences

NR 512 Week 3 Discussions: Reflections on Second Life Experiences

NR 512 Week 3 Discussions: Reflections on Second Life Experiences

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Week 3: Reflections on Second Life Experiences

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You are working in Second Life now completing a number of activities. What do you see as a benefit to augmenting course assignments through the use of a virtual learning environment (VLE)?

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Collapse SubdiscussionIra Hicks

Ira Hicks

Mar 11, 2018Mar 11 at 6:18pm

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Dr. Barry and classmates,

A virtual learning environment (VLE) is an online system that allows teachers to share educational materials with their students (Verkuyl et. al., 2017). For a student to be able to access VLE is an advantage for learners and teachers. For instance, when VLE is integrated into course assignments, it encourages communication between teachers and the students, links to outside sources, resource hubs, access to embedded content, and allow teachers to create virtual space to represent their classroom.

Virtual worlds help students to bridge the gap between knowledge and application by providing them with opportunities to use simulation in a safe environment, and by allowing individuals to practice skills, try out new ideas, and learn from their mistakes without disadvantage (Chow, 2016). The great thing about VLE is that the learning space is always available, which is perfect for students that require more flexible schedules. One of the benefits that I enjoy about VLE is that it enable students to engage in personalized education and allow them to work at their own pace.

VLE creates an engaging learning environment that keep student’s attention and promote interaction between students, well as teachers. At my organization VLE is utilized for BLS, ACLS, and PALS. The same methodology used by Instructional Design Model (ADDIE) is composed into video from simulation scenarios. These videos along with links, text, and questions are used to train health professionals. According to Demian and Morrice (2015), a well-maintained VLE should enable students of all learning styles to receive the best possible education, in a way that they may not in an exclusively lecture-based environment which tends to be focused on auditory only.

Reference

Chow M. (2016). Determinants of presence in 3D virtual worlds: A structural equation modelling analysis. Australasian Journal of Educational Technology, 32(1), 1-14

Demian, P. and Morrice, J. (2015). The use of virtual learning environments and their impact on academic performance. Journal Engineering Education 7(1), 11-19. doi:10.11120/ened.2012.07010011

Verkuyl, M., Romaniuk, D., Atack, L., & Mastrilli, P. (2017). Virtual gamin simulation for nursing education: An experiment. Clinical Simulation in Nursing 13(5), 238-244. doi: 10.1016/j.ecns.2017.02.004

Ira

 

Tracy Barry

Tracy Barry

Mar 12, 2018Mar 12 at 9:16am

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Thanks for your response Ira and recognizing the engaging environment a VLE provides.

Dr. Barry

 

Delphine Bryant

Delphine Bryant

Mar 15, 2018Mar 15 at 11:56am

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Hello Ira,

I agree that virtual learning environments are very useful online education platforms. They are engaging extensions of written or oral lessons. As you point out, VLE based classes contain many useful tools that help nurses learn methodology and participate in real world situations. I also think VLE learning platforms are convenient for students because they can learn from the comfort of their homes or offices. Similar to learning on the go. I can also pull up past lessons or interactions to review them further if I feel weak on a certain topic. I will never discount the value of a traditional education, but I would prefer all of my classes be supplemented this way because I enjoy participating while I learn, it is easier for me to grasp concepts this way. Nurses have to learn so much, but there are not enough teachers or learning spaces to accommodate the global nursing student population. VLE’s help nurses all over the world learn and collaborate. Research studies about e-learning have concluded that infusing both e-learning and traditional teaching methods—which is known as blended learning—produce better results than teaching lessons without technology (De Bruyckere, Kirschner, and Kirschner, 2016). Also, VLE based courses offer a number of “concrete, scientifically based” pieces of advice that are adaptable to all learning levels and environments.

Reference:

De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D. (2016). Technology in Education. Retrieved from https://www.aft.org/ae/spring2016/debruyckere-kirschner-and-hulshofLinks to an external site.

 

Sabrina Hodge

Sabrina Hodge

Mar 16, 2018Mar 16 at 12:27am

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To Ira and Class,

You mentions some greats benefits to the virtual learning environment that I think is essential to today’s learner that benefits from both visual and auditory stimulation.  Students need various learning environment to assist with memory recall, critical thinking, and confidence building that assist in the development of enhance clinical decision making. As you mentioned in your post; According to Demain and Morrice  (2015), a well-maintained VLE should enable students of All learning styles to receive the best possible

education, in a way that they may not in an exclusively lecture- based environment which tend to use auditory base style of teaching. Students learning style differ from individual to individual and assessing the learning style of the class and incorporating a variety of learning tools into classroom environment is essential to successful learning, professional productivity, understanding, and outcomes. As health care professionals and future leaders within the profession of nursing it is important to understand that learning styles of students are different and in order to successfully meet the needs of all students; nurse educators must understand the importance technology and VLE into nursing education.

Demain, P. and Morrice, J. (2015). The use of virtual learning environments and their impact on academic performance. Journal Engineering Education 7(1), 11-19. doi:10.11120/ened.2012.07010011

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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