Storify

Evaluation and Assessment

Evaluation and Assessment

Assessment:
Student will create a multimedia assessment that aligns with their systemic/oral health correlation research paper to provide other students with important information discovered to help in developing knowledge of all systemic diseases that affect the oral cavity.

Learning Objective:
Students will create multimedia assessments, understand and apply them to patient education and learning. They will be able to analyze and evaluate information collected to provide feedback to patients.

Project based learning is a good portion of a Dental Hygiene students curriculum. Students have to promote oral health in communities, provide dental education to all age groups, they research and set up table clinics, and they graduate with the willingness to continue to do so. It will be my challenge to make those projects technology based, for example instead of a pre and post survey on paper, a poll or survey using technology may be a good addition. The only downfall would be our baby boomers are not the greatest users of technology and they don’t have the knowledge or devices to do such tasks.

Application:
I like to assume my multimedia assessment is like the segmenting principle. You watch a portion of a video, learn a bit of information and answer a quiz question prior to moving on to the next segment or topic. Each one builds on the next and in the end you have learned a wealth of new information.

Reflection:
This week was easier for me than others, because I was more familiar with the technology/assignments we used. I enjoy ‘project based learning’ because I feel it is more hands on and that is my kind of learning. I think I will try to use polls more often, especially in the dental clinic. It would be neat to have patients to answer a poll when they arrive and when they leave via their phones for great feedback and research for students. Creating rubrics online is fairly easy, and technology that assists you in doing so is a nice extra to have.



Multimedia Assessment:



Rubric: Rubric: Systemic Disease and Oral Health Coorelation


Poll:

Concept Mapping

Idea:  

To have students create a concept map that they can continue to build on throughout the two-year program.  Utilizing a topic of choice (dental related). It could also be used to study for board exams amongst other students.

Learning Objective:

Students will be able to utilize technology to create and present a concept map on various subjects enhancing student collaboration and development.

Application:
I believe concept maps can be used for so many different things (which is a benefit).  Being that you can use visual images, videos, link to other websites, allows for a variety of options.  My map reminds me of the segmenting principle. Each area/subject is a part of the puzzle and you learn, review, and understand each part and when finished all the segments are pulled together.

Reflection:

I like concept mapping, I feel if I was to use it more in my classroom then I would upgrade to have access to the additional features.  Concept mapping makes it feasible for you to be creative.  I suffer from OCD :], and I didn’t like that I couldn’t put the lines where I wanted to and I couldn’t add words in the middle of the arrows to the next connection. Hopefully all that could be fixed with an upgrade.

Overall, I want to incorporate some version of concept mapping in my classroom.  I like how more than one person can edit the map on a collaborative level.  I would suggest students work in groups of 3 or more developing a map on a topic that can be broken down into more details and topics regarding a dental/systemic relationship.

Augmented Learning 

Idea: Students will create QR codes on put them on their clinical displays so patients or other students can scan the QR codes and link to additional resources and information.

Learning Objective: Students will be able to create QR codes and apply them for patient education

Application:

I would like to connect QR codes to the segmenting principle in thoughts that the information presented is short and to the point with a QR code that links to further information.  Almost redundancy when the information is presented and a student scans the QR to access the information again.  It will be difficult to implement QR codes in our dental clinic because students are not allowed to have cells phones due to patient privacy and HIPPA.  That doesn’t mean we can do an exercise on a day where patients are not seen in clinic.  I think the idea of using QR stickers and applying them throughout the clinic.

Reflection:

I like augmented learning.  Even though QR codes are easy to create, I find them fun to scan to see where it links you.  You see QR codes on everything, in restaurants, on products, and in schools and it’s a good marketing too as well.  Being fairly easy to create, QR codes make a nice addition to the dental field by furthering patient education with the use of technology.  Sometimes patients would rather Google information than ask a professional and lets be honest, everything on Google isn’t always correct, therefore it is nice for patients or students to be able to find the solid and researched information they need.  I think I will personally use these more and require students to use them on projects, papers, and in clinic.  I enjoy QR scanning, because it’s like a scavenger hunt.

Digital Videos

Healthy Mouth, Healthy You Video, by ListerineAntiseptic on YouTube for Education

This is a video I would use when educating my dental hygiene students probably in the middle of first and second year of the program. If students are in the program they were required to have a variety of math, biology, microbiology, anatomy, and chemistry classes (approximately two years of classes) prior to program admittance. Within this time period of the program students are fairly knowledgeable on the oral disease, the process, and how to manage it, making it a good time to introduce the connection to systemic diseases. This video discusses bacteria in the mouth and how it colonizes and continues to grow and travel through the body unless interrupted by good oral home care.

I like the graphics in this video, and it’s more than appropriate for what students are required to learn.  I believe this short video gives a visual perspective of what where are constantly lecturing about bacteria in the mouth and how it grows/spreads/travels etc.  I would say if you found the topic interesting, it would keep your attention, as it kept mine. The video is put together by Listerine and Reach, who are two very reputable companies, who use evidence based research to sell their products.  Luckily, they aren’t selling products in the video, but encouraging good oral health.  The video is found on YouTube, under education.  You cannot change or alter the video/information but you can use it for educational purposes.

Click here for the instructional video I created. I apologize ahead of time it is fast paced and the the timing it off in a few spots. 

Idea: Create a video to use in my own classroom to teach students about periodontal irrigation.

Learning Objective: Students will be able to assemble all materials necessary for periodontal irrigation and understand the concept behind irrigating periodontal pockets.

I could use videos in an array of subjects in dental hygiene. A video is nice because in some sections you only have an eighth, quarter, or half of the students; therefore have to do the same lecture over and over.  A video would pretty much ensure that you are providing the same information to all the students without overlooking any key information.  It would be nice to use your own video footage/images so you don’t have to worry about copyright and in my case, a typodont (model of the mouth) would really be helpful.  I would have to allow students to access the videos to review and study from, thus influencing the success of using videos, so the information they are studying is the same and not what they think their notes are saying… It would definitely take some time to create videos and that time would have to be considered worth it or maybe not?

Application: Referring back to the reading in week 1, my lesson would include images with verbal and written text.  I would say my videos would go along the lines of the Temporal contiguity Principle which states, “people learn more deeply from a multimedia message when corresponding graphics and narration are presented simultaneously rather than successively” (Mayer 2014).  Graphics and narration would be extremely important when creating a video for students, because most of everything we teach is brand new information that builds lesson after lesson. 

Reflection: This week I found that we can be more creative with videos, but it takes longer to make your video perfect.  Well… takes me longer anyway.  I enjoyed the ability to create my own videos, because I have a hard time with some Youtube videos expressing false information, when you are trying to teach students the importance of evidence based material. I noticed tensions between the program I was using and myself because first I was too involved to start using another program, therefore I spent money to upgrade to a different version, only to find out that I had to record my whole video in one swipe without watching it (couldn’t do both at the same time), so I was frustrated with timing (you will notice my timing is still off in a few areas) and at most each visual portion could only be 20 seconds, as you will notice my video moves fairly quickly.  All videos may record like this, but it would have been way easier to record in sections. Overall, I learned what I like and didn’t like and I feel that will make the next one a little easier. :]

Mayer, R. E. (2014). Research-based principles for designing multimedia instruction.                    In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying                                   science of learning in education: Infusing psychological science into the curriculum.