Faculty Exchange/Lynne Ornes Discusses Creating Interactive Online Course Content

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General Information

  • Audience - All WSU instructors interested in using the SoftChalk content authoring tool.
  • Interview Date - 10/8/2010
  • Tools Used - SoftChalk LessonBuilder

Meet the Faculty Member

Lynne L. Ornes, Ph.D., R.N. is an Associate Professor in the Department of Nursing at Winona State University. Her educational background includes BS (1979) from Grand Valley State University in Allendale, Michigan; MS (1985) from Texas Women's University in Dallas, Texas, and a PhD (2006) from University of Utah, Salt Lake City, Utah. Dr. Ornes has 30 years of nursing experience with much of that done in Critical Care units. She has worked as a clinical nurse specialist and nurse in a cardiac rehab unit and has 12 years of teaching experience at the undergraduate level. Dr. Ornes's areas of research include nursing education and physical activity measurement, specializing in physical activity intervention for women.

Viewing the Interview Segments

The full interview is divided into five segments. Select play to begin viewing Segment 1. To advance to another segments at any time by using the Next Next button.

Segment Descriptions

  1. Why LessonBuilder? Lynne describes why she selected LessonBuilder to create interactive resources for her online students.
  2. How are you using LessonBuilder? Lynne found typical authoring tools (i.e. distributed PowerPoint presentations) limiting and desired a tool that would allow students to receive content modules, but also engage students in many different interactive exercises during that process.
  3. What is LessonBulder doing for your students? Lynne is finding students interaction with her and the resources in ways she has not previously seen in large sections or at a distance. She also talks briefly here about how she used the Quality Matters Standards to develop and provide a foundation for further assessment of this course.
  4. What is the impact of these technologies on student learning? Several measures are used to assess the effectiveness of these resources and Lynne talks here about the impact these tools are having on student learning.
  5. What would you recommend to a faculty member who is considering the use of LessonBuilder and D2L? Lynne provides some excellent ideas for faculty to contemplate when looking at LessonBuilder and D2L for their courses.

Good Practices

  • Interactive Online Resources: This resource allows students to master content in a asynchronous way so they can work at any time.
  • Engaging Active Learning: A focus on providing short modules of content followed by many different engaging learning activities designed to promote active interaction with the concepts for that lesson.
  • Quality Matters standards: To assure the highest quality curriculum Lynne used the QM Standards to create, implement, and assess the resources she wanted to use for this course.
  • Curriculum Ties Directly to Learning Objectives: Within LessonBuilder she mapped all of the specific learning objectives for this resource back to course learning objectives. This process helped guide how the content would be cover, interactive resources use(e.g. quizzes, crossword puzzles, checklists, ect.), and assessment methods for measuring learning outcomes.

Key Outcomes

  • Through survey methods student reported that they found objectives for the course were clearly met.
  • Students also reported that they liked the flexible course design, convenience of these resources being done all online and at any time the wanted.
  • Dr. Ornes reported that this method of instruction has actually increased her student interaction and that her student evaluations are some of her best. In fact, student evaluations closely align with her Clinical courses where she is working in small groups.
  • Faculty can track and assess student studying and assessments with this method to better understand what content areas they have most trouble with.
  • An important objective Dr. Ornes had for this curriculum was to have students access and use the resources actively.
    • Data showed LessonBuilder materials were access 2-3 times a day
    • Students not only used all the LessonBuilder material and demonstrated mastery of the content though their assignment and exam scores.

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