COMPETENCIES

Summary
This project involved completing a needs assessment plan to determine training needs for new equipment in the nursing simulation lab. I completed the needs assessment as an individual project.

About the Process
The simulation lab at my university had recently undergone a major renovation during the summer of 2012. The new equipment and technology was first utilized during the fall semester 2012, the same semester that I was enrolled in the Needs Assessment Course. My original idea for a project fell through, so the new simulation lab training actually became an ideal area for which to complete a needs assessment. Because there was a great amount of new technology, equipment and software there were obvious reasons that the lab staff needed training. However, the needs assessment process revealed further information regarding how to present that training and what was actually needed. As part of the process I interviewed outside subject matter experts about how they trained their simulation staff, conducted interviews with the simulation staff and completed observations of the set-up and shut-down process.

Reflection
This was my first exposure to needs assessment. During all of my previous years of teaching I had not been aware of or performed an official needs assessment. During the class we learned about optimals, actuals and closing the performance gap. It was quite beneficial to take this class my first semester, since needs assessment is the first step in the instructional design process and was also a part of some of the other classes. I learned a lot of skills in the class such as writing interview questions, carrying out the interviews, creating observation checklists, writing objectives, and writing test questions. During the course we learned that performance gaps may be related to a knowledge deficit but could also result from other factors such as motivation, incentive or environmental conditions. Too often instruction is designed for a knowledge deficit when indeed some of the other factors may be present. This was really brought home when I completed my own needs assessment. Even though knowledge deficit was an obvious need with new equipment I uncovered other factors such as environmental conditions. As a result of my needs assessment summary report, I was able to make recommendations and take actions to close the performance gap.

Summary
This was a collaborative project that involved evaluating a video production class website that utilized My Big Campus (MBC). Our group consisted of three members, one of which was our client.

About the Process
During the first two weeks of this course we were expected to post a description of our Possible Evaluation Targets. "Evaluation Target" referred to the learning materials that would be the focus of our Evaluation Plan (Project 1) and our Formative Evaluation Report (Project 2). We could choose to work as an individual or as a group. Because I knew that a project at my institution would require IRB approval for all team members, I chose to find a classmate's group that had a topic of interest. I was not familiar with My Big Campus, but the topic interested me because it involved an evaluation of a blended course format.

Our client was a classmate who recently began using My Big Campus to flip some of her classroom content. She was also one of the group members and therefore had access to all of the instructional content. The overall purpose of the evaluation was to provide our client with comprehensive information on how MBC could support and enhance her Video Production Course classroom content. After completion of the evaluation, the information was used by the client to determine if the program was acceptable as is or whether or not modifications were necessary. During the formative phase of the evaluation, data was collected in order to improve the course content and focused on student use, instructional design, and course content.

We initially met via a Google Hangout to talk about our plan and divide up the responsibilities. The bulk of the assignment was completed utilizing a Google Document, along with the chat feature. A shared document was created, with each of our responsibilities outlined and deadlines indicated. As each member contributed to the document the other members reviewed that content, providing feedback comments and editorial corrections. We periodically scheduled set times to meet within the document using the chat feature to discuss the issues. I was responsible for the Background, Purposes, Methods and Data Analysis. We shared the Results and Recommendations sections, as well as contributing to all other sections as necessary. Our team was paired with another feedback team, an individual completing the assignment on her own. At points designated by Dr. Caplow we submitted our project to our feedback team for review prior to final submission, and vice versa.

Reflection
This course taught me a lot about the evaluation process, as well as the ability to carry it out. It was very helpful to begin the course differentiating assessment versus measurement versus evaluation, terms that are often misunderstood. We also spent a fair amount of time learning about formative and summative evaluation, including their types, uses, and how to complete them.

This was the first collaborative project I worked on throughout my coursework. I must admit, I was a bit hesitant at first about how the process would work out. I felt comfortable with the classmate that I chose to work with because she was in my digital media course and participated in discussion boards regularly. I did not initially know our other teammate, but she was a valuable member and participated equally. I especially liked the feedback team concept that Dr. Caplow utilized. We were assigned to a feedback team and were fortunate that our feedback member provided us with valuable comments. It was also helpful to read another classmate's report and provide feedback to her. This strengthened my understanding of the evaluation process.

I had not completed a structured formative evaluation prior to this class, but definitely understand the purpose and need for such. I will be able to apply what I have learned in this class to future evaluations in my current position. In fact, a colleague recently approached me about a technology idea that she had for a nursing skills class. Together we submitted an IRB approval, implemented the new technology into the course, and completed a formative evaluation of the process. We made necessary changes based on our evaluation results.

Summary
This was a collaborative project that involved creating a two-day training module for teachers introducing Google Apps for Education. Our "team of instructional designers" consisted of 6 members.

About the Process
During the first half of this class we were assigned to small groups and completed skillsets that taught us about the instructional design process. These skillsets provided a foundation for the group project that we would complete during the second half of the class. As we completed the skillsets we also posted ideas on the discussion board about possible project ideas that could be completed as a "team." One of my classmates posted that her school district had recently implemented Google Apps for Education, but without a plan. She wanted to develop a training program for the teachers so that Google Apps could be best utilized within her school. I was quite interested in this topic because my University also uses Google Apps for Education. I thought that this project would be valuable and could be adapted to my own setting.

We initially met via a Google Hangout to talk about our plan and divide up the responsibilities. The bulk of the assignment was completed utilizing a Google Document, along with the chat feature. A shared document was created, with each of our responsibilities outlined and deadlines indicated. As each member contributed to the document the other members reviewed that content, providing feedback comments and editorial corrections. We scheduled set weekly times to meet within the document using the chat feature to discuss the issues. I was responsible for the Formative and Summative Evaluation and also created an online module on how to use Google Docs.

Reflection
This course and project provided invaluable information about the process of designing direct instruction for adult learners. I was especially glad that I enrolled after the Needs Assessment Course and the Formative and Summative Evaluation Course. The knowledge I gained in both of those courses was put to use in developing our instructional module. I was also able to see how those aspects apply to the overall instructional design process. Additional skills that I learned in the course included learner and contextual analysis, task analysis, writing instructional objectives, and designing instruction and materials. Other than writing objectives most of the other content was new and will be valuable as I design future instructional products.

The course was based on the backwards design concept in which the designer first identifies the desired results, then determines acceptable evidence and finally plans learning experiences and instruction. I realized that in my own previous design process I had not been using a systematic approach. I now have a framework that I will be able to utilize as I design learning experiences for faculty members in the simulation lab in which I work.

Summary
This was a collaborative project that involved creating instructional materials that helped participants (nursing faculty) learn to use a supplemental tool that can support meaningful learning in an online setting. The tool that we chose to focus on was videos in nursing education.

About the Process
Early on in this course we were tasked with describing a learning module that we would like to work on with a classmate. The module was intended to be part of an overall online course and was intended to help students learn how to use a Web based tool to create meaningful learning activities. My teammate was not a nurse but she worked at the MU School of Nursing carrying out research for one of the faculty members. She completed the content for the Home page and the Discussion Board page. I completed the How to, Application and Resources pages. We worked collaboratively on the Page for Dr. Marra and the Contact page.

Because my teammate did not have any web development experience we decided to house our content on a Weebly site. We both had administrator privileges and were able to edit pages asynchronously. Our main methods of communicating were email and Google Hangout. We initially met via a Hangout and discussed our plans, including how we would divide up the content. Since I knew how to use Windows Movie Maker I chose to create the How to section using a screen casting software. It also made sense that I would do the Application section on how videos could be utilized in nursing education courses. When we each completed a section we notified the other via email so that they could review it and provide feedback. Throughout the entire process we had frequent meetings via Google Hangouts to discuss page design, necessary content and any other relevant information.

Reflection
Completion of this project was truly a positive collaborative effort. Even though my teammate was not a nurse we were able to create a module that could be used by nursing faculty to create meaningful learning experiences for their students. I think this project brought home the idea that instructional designers are not usually subject matter experts. My nursing background was obviously important in designing the application portion of the course, yet the overall concept of using videos for meaningful experiences could be applicable to many disciplines. This project, although designed for an online course could also be used in face to face courses that incorporate technology to create more learner-centered meaningful assignments.

Creating the Meaningful Learning Instructional Module was only one portion of the course that taught me how to design online courses. The entire course was filled with valuable learning tools that I will be able to use in designing future courses or in revising existing courses. I really enjoyed learning about mind tools, especially concept maps. What was great about the course is that we had assignments that involved using the new tools ourselves. For instance, we were each required to create a concept map based on a reading and were also assigned to participate in a wiki. Using the tools rather than just learning about them was a valuable learning experience in and of itself.

I have already been able to utilize some of the skills that I learned in the class. Shortly after completing the group wiki I was asked by some of the graduate faculty at our School of Nursing to assist them with a wiki they had initiated for nursing preceptors. Being able to assist them and demonstrate how they can best utilize the wiki was a rewarding experience. Since then I have been asked to assist with another wiki for undergraduate nursing preceptors.

I was just recently offered a position as the E-learning and Simulation Technology Coordinator at our School of Nursing. I am excited to be able to apply what I have learned in this course as I take on the new role.

Summary
This was a collaborative project that involved creating a collaborative learning assignment for two other groups of classmates. Our team created a lesson plan in which the other groups were assigned to evaluate two outside tools that they previously used for collaboration. They were then assigned the task of creating a tutorial for the tool that they believed most effectively supported collaborative learning.

About the Process
Not only was this an assignment to create a collaborative learning experience, but it involved a great amount of collaboration between my teammate and I. We first met via Skype to brainstorm on ideas for our learning module. Once we had an idea that we presented to Dr. Laffey and his graduate assistant we were each tasked with writing a scenario for our learners. Based on instructor feedback we used my scenario as the template and added content from my teammate's scenario to create the final scenario. This was then used to help us design our learning module.

Creating the learning module was a very collaborative effort. I created the initial template and my teammate reviewed and added to it as necessary. During the process we shared a Google Doc and met via Skype at least every other day and sometimes daily. During those meetings we discussed our plan and made revisions as necessary.

After administering our learning module we were expected to assess our learners. Once again we shared Google Docs and met via Skype. I initiated the comments and rubrics scores document, which we completed together in our Skype sessions.

Reflection
I felt that this class and project were quite helpful not only in learning how to create collaborative learning experiences, but also in how to participate in a collaborative experience. We had multiple opportunities in the course to do both. Not only did we design a module for two other groups, we also worked together to complete two other modules that were assigned to us. Since so many of the SISLT courses involve collaborative projects it was valuable to learn about the advantages and disadvantages of collaborative learning, as well as the dynamics of such groups.

In my current position in the Nursing Simulation lab students work together collaboratively to care for a simulated patient. However, they are each expected to prepare independently prior to the simulation. In the future I hope that we can design an assignment that students work on collaboratively to care for a complex patient. I also hope to help other faculty members in creating collaborative assignments for their courses.

Summary
This was a two-stage project. During the first phase I worked collaboratively with an assigned partner to complete a prospectus, personas, scenario and storyboard for a performance support system for the MU Hospital operating rooms. Dr. Laffey had been approached about this project for the operating rooms and assigned our class the task of designing what was referred to as On Demand Video Assistance Competencies (ODVAC). The idea was to design a performance support system that could be used by nurses and scrub technicians in the operating room for locating, operating, maintaining and cleaning complex surgical equipment.

About the Process
My teammate and I were fortunate that our combined talents were a perfect fit for phase one of this project. He was a graphic designer and I am a nurse who had previously worked in a surgical center. In completing the prospectus, personas, scenario and storyboard we met three times a week via Facetime and edited a Google Doc that we had shared. I provided most of the information for the prospectus, personas and scenario. He designed the storyboard and all graphics, based on my input. We received positive feedback from our classmates on our products.

During phase two we worked independently to create our own ODVAC prototype. The product that I created is available to view. Using PowerPoint I created a mock up design that evolved from our storyboard. An important part of the process was also usability testing, which was completed with outside users. Revisions to the design were made after the usability testing.

Reflection
I must admit when the semester began I wondered if I was really going to enjoy this course and was not quite sure where it would lead me. Initially I did not even know what an electronic performance support system was. Then as I did the readings I realized that I have been using them my entire career. I also never really thought of myself as a designer until we started working on the projects in the course. Even though I had never taken any design courses before this class, I realized one day at work that I do have some design capabilities. I was discussing my uncertainties about the class with a colleague who had come to help me launch one of my projects. He quickly pointed out that he was there to help me with my design. I obviously need more background and experience, but this class and project were helpful to begin the process.

Creating a prototype for ODVAC was definitely a lot of work as an individual, yet in the end it was rewarding. I was a bit overwhelmed when I first read the assignment and found out that we would no longer be working as teams. As I read the chapter for that module and they kept referring to working as teams I was unsure why all of a sudden we were not. After my initial fear I really got into my project. I wish I would have had better Photoshop skills to create a more professional project, but I felt I learned a lot in the process. I received positive feedback on the completed prototype from Dr. Laffey so that boosted my confidence also.

I have already been able to use what I learned in the course in my work setting. Working in the high tech nursing simulation lab it is difficult to keep everyone updated on how to use the equipment and deal with technologically challenged individuals. Throughout the class I thought about ways that I could make the content applicable to the work setting. This really came home as I worked on the prototype for ODVAC. I realized that just about everything that I designed for ODVAC was transferable to the simulation setting (except our patients are manikins!). I was able to negotiate our lab getting two iPads to start this process. Getting approval for two Apple products in our University is not an easy process so I was really excited that I was able to justify why we needed them, something I may not have thought about prior to this class. Along with what I learned in my mobile apps class I am hoping to design and develop a product specific for our lab.

Summary
This was the final project in the Introduction to Digital Media Course. Using Dreamweaver, a website was created that showcased and explained the media types from my previous three projects in the course. Once the site was created, usability testing was performed with three different users. Revisions were made based on usability testing results.

About the Process
Prior to this class I knew nothing about designing and developing web pages. I downloaded a trial version of Dreamweaver because that was the software recommended for the project. The first time I opened Dreamweaver I was clueless and had no idea what anything meant. Fortunately there were links for suggested tutorials on the class site in Sakai. I found a tutorial that was fairly easy to understand and followed it step by step to create a two column website. As I worked on the site some of the coding started to make a little sense, but I also posted questions to the discussion board to get help from my classmates.

Once I had my site completed I performed the usability testing. This is an extremely important process. As the designer we know what we are trying to convey but that may not always be obvious to our users. I had a few minor changes to make based on the usability testing and the peer review. I was pleased with the changes and the final outcome of the project, considering that it was the first website I had ever created.

Reflection
This was probably my most difficult, most frustrating and yet most enjoyable course I took in the LSDD program. I had dabbled in photo, video and audio somewhat before taking the course, mainly creating videos and cards for graduations, celebrations, etc. I had no idea what I didn't know and how difficult it would be! I never really knew that much about the various file formats, compression and how to save for the web. This course explained all of that for me. I was not alone, though. The course discussion board was filled with questions and frustrations from my classmates. Even though each of the projects in the course were individual projects I felt like getting through the course was a collaborative effort.

I have already used much of what I learned in this course in my professional and personal life. That same semester that I was enrolled I created orientation videos for the simulation lab in which I work. I really enjoyed learning how to use Adobe Premiere Video software so I was able to negotiate getting the software at work in order to complete the orientation videos. I also had a colleague ask me to videotape and edit some demonstration health assessment exams that were subsequently posted to a Blackboard course.

I believe I will be able to use all of the skills learned in this course in the future as I design learning experiences at the School of Nursing. They will be especially beneficial in my new role. I even used some of them in my other courses in the LSDD program. Because of my great interest in both Photoshop and web development I took a Photoshop course the next year, and enrolled in web development courses in the LSDD program.

Summary
This was an individual final project in the Intermediate Web Development Course. The purpose of the project was to have a complete experience of the web design process and evaluate overall knowledge and skills in designing a professional website using CSS for layout and styling, and JavaScript for interactive effects. There were four parts to the project: the final project plan, draft, peer-review, and final website. I chose to design and develop a website that would be utilized by nursing students enrolled in an older adult nursing course. The website would be their main resource for preparation prior to attending their simulation experience.

About the Process
The first step was to prepare the final project plan. In the plan I detailed the purpose and target audience for the website. Detailed website content was presented in a Word document, including descriptions of the JavaScript effects I intended to have. Photoshop was used to create visual mockups of the layout design.

Once the plan was completed work was begun on the final website draft. Some of the basic requirements included: minimum of five internal pages, use of an external style sheet, two unique JavaScript effects, and a usability report summary. Completion of the site took a fair amount of time because there was a lot of content to be included. I found the JavaScript effects to be the most difficult but was able to incorporate them with the aid of tutorials, help from The Zone instructor, and many Google searches!

After I completed the site, usability testing was performed with four separate individuals. Based on their feedback, revisions were made to the site

Reflection
This course and project were extremely helpful in learning more about the entire web development process. We were expected to complete our final project in a professional manor, just as we would if we were developing a site for a client. Preparing mockups, developing the site, completing usability testing and then making revisions are all important steps in the process. The mini projects that were completed before the final project helped me improve my skills in using HTML5, CSS and JavaScript.

I have already obtained server space at my University and posted a site modeled after the final project. It was trialed with one course this past semester. Students were surveyed after using the site for simulation preparation. Based on their feedback, I hope to revise and expand the site to be used for all simulation courses.

I hope to keep up my web development skills so that I can continue to develop both professional and personal sites. I continue to meet regularly with a small group of former classmates and this course instructor, working on projects together.

Summary
Two separate projects were completed in Mobile Apps Development. The first was an individual project that involved completing a mobile app of our own choice. The second project was completed as a group, assigned by the instructor, based on student preferences. The purpose of the course and the projects was to create a mobile app with basic functions using HTML5, JavaScript and CSS3.

About the Process
For the individual project I chose to create a mobile app that could be utilized by undergraduate nursing students in preparing for clinicals. I informally surveyed students asking them what they would like to have available in a mobile app and then used this feedback and some of my own ideas to design the app. The first step was to create a clickstream, process flow and wireframe for the app. These were presented to my classmates and instructor for feedback. The app was then developed using jQuery mobile. Some of the assignment requirements included: minimum of five pages, a navigation toolbar, a consistent page transition, and at least one collapsible and expandable list.

For the group project we were all required to submit ideas to the discussion board. We then voted for our top three choices and were placed in a group by our instructor, based on our choices. Our group went beyond the project requirements because of features we wanted in our app. We wanted a medical organizer app that could store necessary information for individuals and families. We also wanted different permission levels for viewing and editing the app, depending upon who the user was.

For the first stage I created the process flow diagram. We worked on the app collaboratively using Shiftedit which allowed us to share pages and be online at the same time. Because we had a large number of pages to complete we divided up the work among the three of us and set deadlines for completion. I was not familiar with PHP and relied on the help of my teammates to complete my pages. In addition to my pages I created the header, footer, icons, information page and color theme.

Both apps are shown below. All of the features work when used on a mobile device. Most, but not all features work on this site however, because of how they are embedded into the page.

Reflection
I learned a lot in this course about mobile vs hybrid vs native apps, including the advantages of each. The course also reinforced the skills learned in the web development courses such as wireframing, mockups and usability testing, and offered opportunities in using new tools to complete these tasks. Completion of the individual project was a rewarding experience. Once I got the hang of it, I found the jQuery mobile framework less difficult to work with than previous web platforms. I felt that the app would be worthwhile for nursing students to use. I demonstrated the completed product to several students and faculty members who felt the same. I plan to investigate the possibility of publishing the app on the school site.

The group project was a true collaborative effort. As a group we had decided to go beyond the requirements of the assignment because we wanted to create an interactive app that could be used by many. The process involved creating a database and coding in PHP. I was not familiar with either of these. One of my teammates was a programmer and had worked with both of these in her own individual project. Both of my teammates were extremely helpful and taught me a lot about working with databases and PHP. After this experience I hope to continue to learn more about working in PHP and developing further apps.