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Nursing informatics and learning health system.

NLM - Nursing Informatics - Tue, 2016-02-02 16:37
Related Articles

Nursing informatics and learning health system.

Comput Inform Nurs. 2014 Oct;32(10):471-4

Authors: Cummins MR

PMID: 25325674 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

ANI Emerging Leaders Project: CLinical Informatics Governance & Nursing Leadership.

NLM - Nursing Informatics - Tue, 2016-02-02 16:37
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ANI Emerging Leaders Project: CLinical Informatics Governance & Nursing Leadership.

Comput Inform Nurs. 2014 Sep;32(9):420-3

Authors: Collins S

PMID: 25226405 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Perceived sense of community, cognitive engagement, and learning outcomes among undergraduate nursing students enrolled in an internet-based learning course.

NLM - Nursing Informatics - Tue, 2016-02-02 16:37
Related Articles

Perceived sense of community, cognitive engagement, and learning outcomes among undergraduate nursing students enrolled in an internet-based learning course.

Comput Inform Nurs. 2014 Oct;32(10):482-9; quiz 490-1

Authors: Seckman CA

Abstract
Internet-based learning environments are a popular instructional delivery method that provides flexibility, easy access, convenience, and self-directed learning. There is concern that Internet-based learning creates a loss of community and lacks the power to fully engage the student, leading to negative learning outcomes. This descriptive, correlational study evaluated the relationship among a perceived sense of community, cognitive engagement, and learner outcomes among undergraduate nursing students enrolled in an Internet-based learning course. A convenience sample of 96 undergraduate nursing students enrolled in an online health informatics course participated in this study. Findings indicated a moderate sense of community and a positive relationship between student engagement and learning outcomes. A variety of group activities such as wikis, blogs, and discussion board were helpful in promoting a sense of community, but students emphasized a desire for more faculty feedback and interaction. Nursing is a collaborative profession where community building is a critical skill; therefore, innovative teaching/learning techniques that promote a sense of belonging and community are needed to improve learning outcomes, prepare students to provide quality patient care, and interact with an interprofessional team.

PMID: 24949712 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Harvard to raise the bar for online learning tech

Online learning update by Ray Schroeder - Tue, 2016-02-02 01:10

By Andrew Barbour, eCampus News

The Harvard Division of Continuing Education (HDCE) opted to build a customized, cloud-based version of Opencast, an open source video-capture and distribution product previously known as Matterhorn. “Other Harvard units use lecture capture as a review tool for students who don’t come to class, are sick, or need a study tool, but our distance-education group actually sells access to these lectures,” said Gabriel Russell, a video, software, and systems engineer at Harvard. “Lecture capture is a primary learning tool for our students, so we need to make sure the product meets their needs.”

http://www.ecampusnews.com/technologies/harvard-lecture-capture-928/

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New Foundation for Blended and Online Learning Announces Scholarship and Grant Programs

Online learning update by Ray Schroeder - Tue, 2016-02-02 01:05

by the Foundation for Blended and Online Learning

The Foundation for Blended and Online Learning today released details on its scholarship, grant, and research programs designed to advance the availability and quality of digital learning in the U.S. The Foundation for Blended and Online Learning will strive to achieve three main goals:

Provide post-secondary scholarships to students;

Launch a grant program for educators and organizations making significant progress in teaching and instruction;

Advance the field of digital learning through research and intentional collaboration with key stakeholders.

http://www.blendedandonlinelearning.org/

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Student Course Evaluations Are Biased Against Female Professors, Study Says

Online learning update by Ray Schroeder - Tue, 2016-02-02 01:02

By Marie Solis, identities.mic

After a semester of pop quizzes, all-nighters and 12-page research papers, college students have only one card to play against their professors: the course evaluation. While students may think they’re dealing evenly, a new study shows most are harder on their female instructors. French economist Anne Boring led the study which resulted in two sets of results: one for French students and another for American students. According to NPR, male French students gave their male professors higher ratings overall after being randomly assigned male and female instructors across a range of different courses. In the study with American students, Boring and her colleagues built in an extra control: Students would never meet their professor. Instead, they took an online course in which they were only told their instructor’s name. Half of the male professors who participated in the study were given female names.

http://mic.com/articles/133460/student-course-evaluations-are-biased-against-female-professors-study-says#.AIiRWdLMY

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Backslashes

xkcd.com - Tue, 2016-02-02 01:00
Categories: Cartoons, Science News

Einzelleistungsstatistik

Gesundheitsberichterstattung - Mon, 2016-02-01 23:00

Die im Informationssystem eingespeicherten gestaltbaren Tabellen aus der "Einzelleistungsstatistik (vertragszahnärztliche Versorgung)" der Kassenzahnärztlichen Bundesvereinigung wurden um das Jahr 2014 ergänzt.

Categories: Science News

The Limits of Open

OLDaily by Stephen Downes - Mon, 2016-02-01 16:34


Carl Straumsheim, Inside Higher Ed, Feb 01, 2016

At a certain point they should be required to drop the word 'open' from their offering, right? Coursera has now started charging op front for students to take some of their courses. As George Siemens says, the company is "playing a short-term venture capital game" instead of offering open courses. "The deep pool of a visionary and re-architected future ended up being about as thick as a dollar bill." Of course, this is a story that - given the actors - could have ended no other way. Silicon Valley investors were never going to risk their money for the common good.

[Link] [Comment]

Best FREE online course provider revealed

Online learning update by Ray Schroeder - Mon, 2016-02-01 01:10

by CATHERINE KNOWLES, Educators

According to MoocLab ranking, EdX comes top of the list of overall MOOC platforms. Khan Academy is ranked as number one of the free and low-cost online course providers, and the Open University’s OpenLearn, comes first of the open courseware provider list. For those interested in learning to code, TheCodePlayer website tops the free online coding course providers, and Treehouse is ranked the best provider of low-cost online coding courses. Flatiron School’s Learn-Verified Web Developer programme comes in first place among the online coding bootcamp providers. MoocLab says it ranks online course providers according to a number of factors relating to the type of offering, such as the number of courses on offer, the quality of the instruction and content, the standing of partner institutions, assessment, accreditation, practicality, social tools and interface usability.

https://educators.co.nz/story/best-online-course-provider-revealed/

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The Online Classes That Help the Homebound Connect

Online learning update by Ray Schroeder - Mon, 2016-02-01 01:05

by Beth Baker, Next Avenue

Each week, the Virtual Senior Center offers some 30 online classes to homebound clients, from tai chi and exercise to contemporary history discussions and gallery talks with museum curators, as well as music appreciation and singing — even Mandarin. Participants use a simple touch-screen computer to join in, as well as to Skype, play games or use the Internet. Selfhelp partnered with Microsoft and the City of New York to develop the center. “The whole point is to marry technology with homebound seniors, to alleviate loneliness and depression,” explains Carmella Chessen, Selfhelp’s outreach/volunteer coordinator. “We want them to join four classes a week as a minimum. They have to want to be social and to learn the computer.” They also cannot have cognitive issues, she adds.

http://www.nextavenue.org/the-online-classes-that-help-the-homebound-connect/

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Research: College Students More Distracted Than Ever

Online learning update by Ray Schroeder - Mon, 2016-02-01 01:02

By Dian Schaffhauser, Campus Technology

Students are more distracted than ever. They tend to check their digital devices, particularly, their smartphones, an average of 11.43 times during class for non-classroom activities. A solid 12 percent do texting, emailing, checking the time or other activities in class more than 30 times a day. A study published in the Journal of Media Education this week reported that students spend a fifth of their time in class doing things on their devices that have nothing to do with their school work. The research was undertaken by Associate Professor Barney McCoy, who teaches multimedia and news courses at the University of Nebraska-Lincoln. Two years ago McCoy ran a similar study that found similar results, but now the level of distraction has worsened.

https://campustechnology.com/articles/2016/01/20/research-college-students-more-distracted-than-ever.aspx

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Salt Mine

xkcd.com - Mon, 2016-02-01 01:00
Categories: Cartoons, Science News

Making a MOOC ‘successful’

OLDaily by Stephen Downes - Sun, 2016-01-31 19:31


David Hopkins, Technology Enhanced Learning Blog, Jan 31, 2016

What exactly is it that makes a MOOC successful? David Hopkins links to a number of schemes (here, here, here, here and here) based on things like "interactions, journeys, optimum length, appropriate materials, platform, etc." but suggests that what really makes a MOOC successful has far more to do with how much attention you can drive to it. He recommends paying more attention to things like endorsements, coverage and marketing. "In order to make the courses successful we need to reach out to individuals to whom these courses could be important, or certainly interesting. If we can’ t get to them directly, through whatever  channels  we have, we need to reach out to the places they congregate; the trade publications, the fan sites, the online communities, the conferences, etc." Is a MOOC successful only if it has large numbers of participants?

[Link] [Comment]

N Cultures

OLDaily by Stephen Downes - Sun, 2016-01-31 19:31


Mark Liberman, Language Log, Jan 31, 2016

Here's another look at the  competing 'camps' in machine learning, this time  depicted by Jason Eisner as three in number, and based on  real  work in the field: classical, Baysean, and deep learning. Also interesting in this article is the brief account of the history of dividing fields of study into distinct 'cultures', as well as the division of progress into 'stages' or 'steps'. The two are often related: "Jason presents his intellectual simplex in an a-historical frame, but of course there has been a temporal sequence, as the term 'classical' suggests."

[Link] [Comment]

Wondering if Life Would be Easier With an OU – or FutureLearn – Compute Stick…?

OLDaily by Stephen Downes - Sun, 2016-01-31 16:30


Tony Hirst, OUseful Info, Jan 31, 2016

This is such a terrible model I fear that it will actually be implemented. Not that it doesn't have its attractive features. But imagine this: "At the start of their degree, students would get the compute stick...The compute stick would have enough computational power to run the applications, which could be accessed over wifi via a browser on a 'real' computer, or a netbook (which has a keyboard), or a tablet computer, or even a mobile device. The compute stick would essentially be a completely OU managed environment, bootable, and with it’ s own compute power." Why bad? This, ultimately, is the imagined future of the book - completely self-contained little computers. You could access them and use them, but they're little tiny silos, resisting use by or integration with anything else you use. And forget about sharing them.

[Link] [Comment]

Pearson chief brands critics 'naive and ignorant' as company cuts 4,000 jobs

OLDaily by Stephen Downes - Sun, 2016-01-31 04:30


Christopher Williams, The Telegraph, Jan 30, 2016

Living in another world, here Pearson executive John Fallon: "What I think is completely overblown, frankly, is the comparison between education and the music industry. What happened there was people started downloading individual songs and unbundling albums. That can’ t happen with university courses and testing." Sure it can. What do you think YouTube is doing to education? Though of course Pearson is trying very hard to keep learning materials expensive and hard to obtain.

[Link] [Comment]

Connected Copies

OLDaily by Stephen Downes - Sun, 2016-01-31 04:30


Michael Caulfield, Hapgood, Jan 30, 2016

It's funny. Mike Caulfield wonders "why more OER sites don’ t grab material from one another and populate their own sites with it, instead of linking out" while I wonder why they want to combine materials together instead of just linking to them. Clearly we're both grasping at something, but is it the same thing? Here's Caulfield today: "the current model of the web, which is based on the places where things live instead of the names of things,  creates natural choke points and power inequities... A newer model would look like email, torrenting, or git, where multiple copies of things were stored across the web, but connected and authenticated by protocols, data models, or other conventions." Image: Aphyr.

[Link] [Comment]

Coursera Removes Free Track From Some MOOCs

Online learning update by Ray Schroeder - Sun, 2016-01-31 01:10
by Inside Higher Ed

Massive open online course platform Coursera is removing the option to complete some of the courses offered on its platform for free. Coursera has previously offered a free track and a paid track that awards an identity-verified certificate, but as of last week, learners will have to pay a fee in some courses to have their assignments graded. Learners in those courses who choose not to pay can still browse the course materials, including discussions and assignments. “We are on a mission to change the world by providing universal access to the best learning experience,” Coursera said in a blog post. “To do this, we also need to have a business model that supports our platform, our partners, our content and everything we do for learners.

https://www.insidehighered.com/quicktakes/2016/01/25/coursera-removes-free-track-some-moocs

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College class blends Game of Thrones and Medieval history

Online learning update by Ray Schroeder - Sun, 2016-01-31 01:05

by Lexi Kallis, Winter is Coming

In recent years, we’ve seen more and more Game of Thrones-themed college courses pop up. They’ve focused on everything from religion to historical figures to war to the more granular R+L=J theory. Virginia Tech University is the latest to join the pack with a Game of Thrones-themed class centered on medieval history. Virginia TV station WSLS-10 recently took a look at the online class and at professor Matthew Gabriele, who combined his passion for medieval studies with his love for the show. The course concentrates on three major themes: power and politics, the role of women, and the fantasy element of dragons.

https://winteriscoming.net/2016/01/24/college-class-blends-game-of-thrones-and-medieval-history/

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