Hi Everyone,
Please find my Media Exemplar Collection in the three post following or by clicking the following links:

Graphic

Audio

Video

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CPAP Mask Video

The following video will help patients and practitioners understand the three major types of CPAP masks that one can use with a CPAP machine.

Link to video download

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Sleep Apnea Sound Clip

Press play to hear an audio recording of a patient with untreated sleep apnea

The audio clip can also be downloaded by following the link below and right clicking to “save audio as”

Sleep Apnea Audio Recording MP3 – Download

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Normal Airway vs Blocked Airway

Figure 1.1 – Airflow through a normal, open airway

Figure 1.2 – Airflow through a relaxed, blocked airway (apneic event)

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My student activity/assignment can be found in the post below or by clicking here.

This activity was designed for a very specific audience and would be best utilized in by post-secondary learners in the Respiratory Therapy Program at Thompson Rivers University.  An activity of this nature would be best suited in RESP 2720 – Professional Issues in Health Care in which “students develop professional skills that are required to work effectively within a health care environment. Today’s graduate must possess effective oral and written communication skills, work effectively within a team, provide clear patient and public education, and demonstrate the ability to problem-solve. Small group, seminar-based discussions are often used to provide a broader perspective and enable a deeper understanding of course topics. This course is topic driven yet anchored to historical issues for the respiratory therapist practicing in the Canadian health care system.” (http://www.tru.ca/science/programs/rt/courses/1year.html). 

In this specific activity, the learning outcomes are as follows:

• Students will demonstrate a comprehensive understanding of one of the nine pillars of the profession and convey this understanding to classmates in the form of a multimedia presentation.
• Students will demonstrate effective communication skills both within their group and in presenting the material in a concise and cohesive manner to their classmates.
• Students will engage in respectful and thoughtful discussion and reflection about their colleagues’ presentation.

As an extremely novice educator, I am slowly developing theories and principles that I can use to guide my teaching.  In looking at Bloom’s Taxonomy, I think my lesson touches on the three major domains outlined in the taxonomy.

1. Cognitive Domain
   • Focused on intellectual skills
     • remember, understand, apply, analyze, evaluate and create
   • My activity asks learners to critically think and create a knowledge base about their particular topic and then asks them to analyze and evaluate which information is important and create a presentation based on that information.
2. Affective Domain
   • Focused on the attitudes, values, interests and appreciations of the learners
     • receiving, responding, valuing, organization, characterization
   • My activity asks learners to present their material effectively in front of an audience, work well within a team and start to form their own ideas and values about the material they are learning.
   • My activity also encourages active listening and responding by asking learners to pose thoughtful questions to their audience.
3. Psychomotor Domain
   • Focused on the ability of learners to physically accomplish task and perform movement and skills
   • My activity does not necessary incorporate the psychomotor domain except that learners may be performing movement and skills within their multimedia presentations to demonstrate learning and understanding.

In short, I believe my activity is pedagogically sound and achieves the learning outcomes that I intended.  I also believe that the inclusion of multimedia in this activity is integral to it’s success as it allows learners to express their creativity, ideas and values in a form that is flexible.  In using multimedia, a high degree of communication and collaboration is also necessary which will prepare learners for a future in healthcare where communication and collaboration is paramount.

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Assignment 1 – The Blueprint of the Profession

Introduction

In 2015, Canadian Society of Respiratory Therapist produced a comprehensive document titled “Blueprint for the Profession” which contains nine foundational pillars that provide a framework in which future policy directions for the profession can be developed such that they remain aligned with the health needs of the Canadian population.  These nine foundational pillars can also be seen as the core components of a practicing Respiratory Therapist and their understanding and continued implementation is critical to good practice. 

Objective

• Students will demonstrate a comprehensive understanding of one of the nine pillars of the profession and convey this understanding to classmates in the form of a multimedia presentation.
• Students will demonstrate effective communication skills both within their group and in presenting the material in a concise and cohesive manner to their classmates.
• Students will engage in respectful and thoughtful discussion and reflection about their colleagues’ presentations.

Required Readings

The “Blueprint for the Profession” http://www.csrt.com/blueprint-for-the-profession/

 “Blueprint – Completed Actions”   http://www.csrt.com/download/an-overview-of-the-blueprint-and-completed-actions/?wpdmdl=438

Instructions

• Create a group of 3-4 students and sign up to present one of the nine pillars. Please note that only one group may present each pillar.  Use the sign up sheet located here to sign your group up to for your chosen pillar.
• In your multimedia presentation, explain what that pillar means for the respiratory therapist, the public, the healthcare system as well as how you can incorporate this pillar into your future practice.
• In addition to your multimedia presentation, pose 2-3 discussion questions or discussion points to your classmates with regards to the pillar you presented to engage them in thoughtful reflection and discussion.

Multimedia Requirements

• Must include at least two of the following media forms: video, audio, text or pictures
• Must be no longer than 5 minutes in duration with an addition 5 minutes allotted for discussion
• Multimedia must be presented easily using classroom equipment
• Your multimedia may be as simple or as complex as you’d like as the focus should be on the content and quality of your message, not the technical complexity of your multimedia.

Multimedia References

 The below are some ideas to get you started if you are unfamiliar with the creation of media.  You are more than welcome to create and use media is not listed and generate your own ideas about the content and format of your presentation.

Video

• Windows Movie Maker
• iMovie (Mac)
• YouTube

Audio

• Audacity

Text/Picture Editing

• SumoPaint

Online Presentation Software

• Prezi

Multimedia Ideas/Formats

• Digital Storytelling in Healthcare
  • http://www.patientvoices.org.uk/

• PechaKucha 20×20
  • http://www.pechakucha.org/ 
  • Show 20 pictures for only 20 seconds with accompanying narration
    • Note: this would result in a presentation time of over 6 minutes so please feel free to use this concept but alter it to fit the time requirements

• 5×5

• • https://vimeo.com/tag:5×5 
  • 5 video clips of 5 seconds each that tell your story in 25 seconds
    • Note: this may be too constraining for the material that you’re trying to present but the concept is interesting

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Hi Everyone,

My presentation can be found here with the corresponding explanation below.

For my multimedia lesson I chose to use a variety of multimedia tools including graphics, sound and video that I believe is pedagogically sound and informed by the principles of both Mayer (2014) and Clark and Lyons (2010)

For my overall presentation, I elected to use Prezi to create a multimedia presentation that can be easily shared with a link and opened in a variety of web browsers.  I liked Prezi because it was similar to a PowerPoint presentation however because it was web based, it was easier to upload sounds, videos and graphics and have them retain their functionality.  I also liked that Prezi allowed the learner to advance the slides at their own pace and the learner could easily move backwards and forwards in the presentation as needed.  This would correspond with Mayer’s (2014) segmenting principle in which “people learn better when a complex lesson is presented in manageable parts.  Learners can fully digest one segment of the lesson before moving on to the next segment.” (p. 393). 

For the graphics (slides 3 and 4) I used static illustrations that followed the principles of interpretive graphics that “help learners build understanding of events or processes that are invisible, abstract or both” (Clark & Lyons, 2010, pg. 19).  As it’s very difficult to visualize the inside of the mouth, throat and airway by just using words, I felt a graphic would lend to better understanding and visualization than just using words alone.  The two images I was using also served to explain the differences between and obstructed airway and an airway where CPAP therapy is being employed.  I elected to use two images that were exactly the same and then edited them to suit the information that I needed to present.  By using two visually identical images I feel as though it’s easier for the learner to discern the differences between them.  The graphics also have their corresponding explanations on the same slide as the graphic itself which according to the spatial contiguity principle (Mayer, 2014) will also assist with learning.

For the audio clips that I used (slides 7 and 8) I minimized the details and text on the slide to only what was absolutely necessary which correlates with Mayer’s (2014) coherence principle that recommends all extraneous material be excluded as it does not contribute to enhanced understanding.

For my video, I attempted to use the voice principle and the personalization principle, wherein I used my own voice instead of a computer generated voice and I tried to use a conversational style rather than a formal style of speaking (Mayer, 2014). The content in the video could have probably been presented in a variety of other ways; however I felt that the personal aspect of actually seeing the presenter try on masks and speak about them would lead to a better connection and better retention of material although seems like more research needs to be done before conclusions can be made. 

The Behind the Scenes

The two pictures for my presentation (slide 3 and slide 4) were found doing a google search for airway images that were not copyright protected.  The images were then edited using Sumo Paint (www.sumopaint.com/home/) to suit my educational needs, saved locally to my computer and uploaded into Prezi. 

The two sound clips in my presentation were created in two different ways.  The first sound clip (slide 7) was found on the internet and edited in Audacity to duplicate it (make it longer) and to fade the two duplicated clips together to make it more seamless.  The second sound clip (slide 8) I created by wearing a CPAP machine and recording the sound of me breathing on it.  I used an application on my phone to do this (Audio Recording, Google Play Store) and then uploaded it to Google Drive, downloaded it to my computer and imported it into Audacity to edit it further.  For this clip, I had to edit a bit of background noise out and then amplified the clip by 10 decibels as it was very quiet.  Once the clips were saved to my computer, they were easily uploaded into my Prezi. 

The video was recorded on my cell phone as the webcam in my laptop wasn’t cooperating with me.  Once the video clips were uploaded to Google Drive, I was able to transfer them to my computer and edit them in Windows Movie Maker.  The only editing I attempted was editing the start and stop points of the videos to remove extraneous noise.  The video could be embedded into the Prezi two different ways – either by uploading it to YouTube and embedding it or by embedding the video directly into Prezi.  I elected to embed the video directly into Prezi as I found using the YouTube link interfered with the functionality of the presentation and on some public computers YouTube could potentially be a blocked site which would not allow my video to play at all.

Resources

Clark, R.C & Lyons, C. (2010). Three views of instructional visuals, In Graphics for Learning: Proven Guidelines for Planning, Designing and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer, 15-28.

Mayer, R.E. (2014). Multimedia Instruction. In J.M. Spector et al Eds. Handbook of Research on Educational Communications and Technology. New York: Springer Science & Business Media

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I had hoped to post my education graphic directly to this blog but unfortunately some of the text that accompanied my graphic became very blurry when uploaded to WordPress.  I’m not fantastic at coding and tried a few things that had been suggested in the readings for resizing graphics but unfortunately wasn’t able to correct it to my satisfaction.  (If you have any suggestions, I’m all ears!)

Instead I have uploaded my graphic to Flickr and I didn’t experience any issues with the quality so please feel free to visit Flickr and comment on my graphic.

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Hi Everyone,

I cropped the below photo that was taken on a road trip down the Oregon Coast this December.  I cropped out a tree on the right hand side that I felt didn’t contribute anything aesthetically to the photo.

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