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.           

Digital Images

Lesson/Idea: Create an Infographic to educate patients on fluoride, include images and evidence based facts.

Learning Objective: Students will assemble an array of evidence based and researched facts about periodontal disease and be able to educate patients on the condition.

I could use digital images and infographics to educate students on a variety of topics within the dental profession. My first idea would be using digital images to show students what they can expect or what they should be looking for in a patients mouth. Infographics are awesome in my opinion and this would be a great way for students to visually understand disease processes and create treatment plans for patients. 

Access: Access to technology is easier at the college level with wifi, computer labs, and the library all within a few minute walk. In the Dental Hygiene program, we wouldn't necessarily have a visually challenged student, but more so we would see patients who fall at all different places on the vision spectrum. Everyday dental challenges are 1) it is hard for a patient with normal vision to see inside their own mouth as it is (thank you for the technology of intra-oral cameras, 2) it is hard for a patient to understand they have an active disease if they feel fine and are not experiencing any pain, and 3) ultimately, it is always easier to actually show a patient pathologies, because they learn and understand better that way. For a patient who cannot interpret images it is our goal and liability that the patient understands and based off that information can give consent for care. It is pertinent to give detailed descriptions of the concern so they can create their own internal image.

Application: Referring back to the reading in week 1, my lesson would include images and written text. This would link back to the spatial contiguity principle, where students can collaborate words with images to gain stronger knowledge on the topic without an abundance of information they won't remember. 

Reflection: Access is very important and especially important to consider others learning disabilities (such as visual) when lesson planning. The process takes longer for me, because I am indecisive and want perfection, as most Dental Hygienists.

I found it frustrating searching for images that I had in my mind and wanted to use, but couldn't find any with allowed copyright usage. I have been one to use images (copy and paste) from google, therefore this is all eye opening to me. I loved creating an infographic, but I am not a fan of GIF's. 

Find my GIF here and below
This GIF is fun for children, showing them if frogs can brush anywhere, than children can brush too.
Images were found on Pixabay, by Alexandra (2015) and are all CCO - public domain. 

Digital Image Collage

Photo credit: Wikipedia, A healthy adolescent smile, CCAttribution-SA

Original can be found here

Infographic

Dental Hygiene - Patient Education

Lesson: The students will find 3 videos, 5 images, and 2 evidence based articles that explain periodontal disease to patients.


Learning Objectives:

1. The student will learn the disease process of periodontal disease
2. The student will understand the concept of the inflammation process and associated bone loss
3. The student will be able to apply clinical skills to aid in creating a periodontal treatment plan
4. The student will be able to discuss with the patient the basics of periodontal disease and be
able to educate the patient.
5. The student will be able to demonstrate proper home care for a periodontal patient using a variety of interdental tools
6. The student will follow through the treatment plan process and analyze and evaluate the outcome

I would choose to use padlet in the dental hygiene program for a few different things. Research papers and evidence based research is a huge part of the program and padlet would be an interesting way to collaborate in groups for projects and resources. Individually it would be a great way to use throughout the program for a creative way to gather, collect, and share board review materials, projects, papers, images, or any other document that the student created within the program. Overall, providing an overview of the students two years of hard work. I would also like to see it used for patient education.

Using padlet, copyright could be incorporated when searing for images, articles, and videos. Using both video (sound and image), written words, and solely images apply to various types of instructional multimedia. When using padlet, I feel that I used several principles for instruction multimedia including but not limited to the redundancy, voice, and temporal contiguity principles when creating my padlet. I probably most intentionally used voice and redundancy due to how I personally learn best, and providing both image and sound/voice to cover the majority of my student’s desires when learning.

I really enjoyed using padlet, as it was my first experience, and I hope to incorporate it in my future lesson plans. My favorite part was being able to customize everything in my own creative way. I wish when linking a document you could choose the picture it uses on our link on you padlet page because some of them were half of the image. It can be challenging using multimedia instruction in the actual dental clinic, especially when you have to be careful with HIPPA laws, but this has changed my way to thinking about using technology in other settings. This is making me grow as a person and instructor in stepping out of my box and trying new things.

Created with Padlet

Hello,

My name is Jamie Klap and I currently reside west of Grand Rapids, near the Lakeshore.  I am a Registered Dental Hygienist and I currently fulfill several job positions. I work in a specialty dental office two days a week, I teach in the Dental Clinic at Ferris State University, I am a professional tutor for all dental students at Grand Rapids Community College, and I am getting ready to start working in a Clinic in Northern Michigan that serves the underserved population. I guess you could say I like to stay busy, otherwise I get bored. 

My goals are to complete my Master and Doctorate Degrees to be able to teach dental courses online, from anywhere.  I would like to live on Lake Michigan. I am married to a hard working man and we have two dogs. 

I am slightly nervous about this course with all the unknowns I have when it comes to instructional multimedia. I am looking forward to learning tons in the next 8 weeks. I am not a blogger, but interested in what blogging has to offer. 

Cheers to a good semester!