My Journey from Uncertainty to Confidence
As I began my Master’s experience at Michigan State
University I was filled with self- doubt and uncertainty. I entered the program aware of its
reputation of educational excellence yet with trepidation of whether I was up
to the challenges at this level. While
I have been an educator for many years, I lacked formal training in education,
which left me unsure of my capabilities.
I began the program with CEP810,Teaching
Understanding with Computers taught by Tammy Maginity. The course was a great beginning in my online
education, helping me to begin building confidence, making new acquaintances
and learning to interact in the long distance, internet connected world. The foundational nature of the course required
me to explore myself as a teacher and as a learner. In Dr. John Bell’s article Teacher as Learner he set the stage
nicely for the journey before me. “The
perspective of seeing teachers as learners is very powerful and very
significant. It affects how we go about our work, and it models for our
students the value of lifelong learning. It also helps us maintain a good
perspective on both apparent success and failure in our work.” I took his words to heart, learning and doing
the required assignments but always looking beyond for the bigger picture, seeking
out additional methods of applying the concepts in other areas or in differing
paradigms. I created a personal growth
plan where I clarified my area of focus in adult education; I described my
interest in learning new technologies to facilitate learning and stated my
desire to prove to myself that I could succeed in Masters level work. I have reflected on to that growth plan
throughout the program to ensure that I was meeting my goals and remaining on
target.
Specifically, I designed and created a PowerPoint presentation that was dynamically linked to an Excel spreadsheet where my data was collected and then used to create graphs representing the data. Using this combination created a powerful and dynamic presentation for my learners. Another new technology that I learned in CEP810 was using an internet aggregator. I chose NetVibes for my learning platform. Using NetVibes, I learned that an aggregator is an interesting and informative way to keep in touch with focused items in many areas. I included educational sources TechLearning, NPR Technology and MACUL Space on my page. I also included other tabs to aggregate my email and more general yet filtered news. Aggregators have since become more main stream since Google launched its own iGoogle tool. I then explored internet safety and security in depth, exploring many concepts of how to protect students and ourselves in the online environment. I looked at issues like viruses, trojans, key loggers, phishing, scammers hackers, spywares and worms. These threats are significant, worrisome and likely to become more pervasive over time. In a point –counterpoint group assignment, we explored the pros and cons of using technology in the classroom. Groups were assigned by education level, elementary or secondary, and then a pro or con position to argue. My group argued against technology in secondary education, in obvious conflict with our true beliefs. Our final arguments were presented in a PowerPoint presentation including slide narrations. CEP 810 was the foundational course of my Master’s degree journey, opening my world to online learning and exposing me to higher level learning. Upon completion of the course, my anticipation was piqued and I thirst for more exploration and growth, while I remained concerned about my abilities, I was finally moving forward, facing the future with excited eagerness.
My area of education is quite different than the majority of learners in our program. While most are K-12 teachers or already working in some form of educational technology, my background is quite different. My life’s journey has been written in several chapters, as a business leader of a multi-state restaurant company and then as a firefighter/paramedic working on the streets of suburban Cincinnati, and currently as an educator in a hospital-based simulation and education center. The diversity of my experiences gives a unique perspective on how to use educational offerings in concert with evolving technologies. To remain focused on adult learning, I ventured in to the college of Education Administration, enrolling in EAD861, Adult Learning with Dr. John Dirkx. Dr. Dirkx took us through a strong review of the historical, social and philosophical perspectives of adult learning. The course delivered a moderate reading load and a large assignment load yet was extremely helpful to me by reinforcing the adult learning concepts that I have used for years, but without a requisite foundational understanding. Our exploration of age related differences, physical, cognitive, emotional and spiritual influences of adult learners was particularly informative for me. Readings in Learning in Adulthood by Merriam, Caffarella & Baumgartner and Learning to Listen Learning to Teach by Jane Vella were central to the concepts and learning. I completed a Teaching Perspectives Profile, an online assessment of personal perspectives and philosophies in education. The TPI assesses transmission, apprenticeship, development, nurturing, and social reform comparing my belief, intention and actions as an educator. I was most surprised by my social reform scores. Societal reform was the least area of intention in my teaching, yet I scored with strong values and internal consistency. This has caused me to be more aware of my ideologies and potential to latently transmit them. Other areas of assessment were within normal ranges. The TPI overall was eye opening evaluation causing me to become more aware of my teaching style, strengths and weaknesses. EAD861 was among the most challenging but also the most enlightening and relevant educational development courses of my program. I learned a great deal about the adult learning process with its inherent strengths and weaknesses which are enabling me to be a better educator of adult learners.
Another area of personal interest has been research. I have enjoyed and sought out research in each of my life chapters, looking for qualitative and quantitative validation of best practices. Here too, I have had little formal education, but have been self-taught after reading and exposing myself in past lives. I was happy to have an opportunity to learn about Educational Research in CEP822 with Dr. David Wong. I read with great interest the articles and forums for each assignment. The most influential portion of the class was “Key Ideas to Understanding Research and Research Methods” (originally created by Dr. Nick Sheltrown). This lecture and the associated readings and links crystallized many research concepts and allowed me to formulate a concrete understanding of the terms and concepts in research, which I previously poorly understood. Examples of are; Construct Validity, Internal Validity, Types of Reliability, Independent and Dependent Variables and overall design concepts. During the course, I created an authentic Teaching & Research Proposal. The Proposal required extensive sections on the focus and rationale, a comprehensive literature review, perspectives, pedagogy, assessment, complete research design and procedure. This exhaustive assignment allowed me to gain a complete picture of the research proposal process.
Since completing CEP822, I have been involved in four IRB approved research projects as co-investigator. The research has separately involved athletic trainers, paramedics, nurses and residents using high fidelity human patient simulators in their various educational offerings versus the traditional educational methodology measuring the change in knowledge acquisition and/or retention of skills. While each project differs in specific design methodology, the overarching theme is “does HPS simulation improve learning and/or retention?” While many may find it difficult to believe that a research class was a highlight of my experience at Michigan State, I can assure you that it has contributed significantly to my ability to conduct meaningful research and thereby contribute to the body of scholarly knowledge in medical simulation education.
Technology and Leadership, CEP815, was led by Dr. Punya Mishra. This course gave me a better understanding of my own intentions, dispositions, leadership styles and an opportunity for authentic self-assessment and reflection. An article entitled “David A. Kolb on Experiential Learning” was particularly relevant and meaningful to me, relating the medical simulation experience. Using this model with adult learners in simulation based educational offerings, the continual circular cycle of reinforcement where experiencing, reflecting, generalizing and applying accurately reflects the strength of program design. Using this model has allowed me to improve my understanding of program design, improving the experience for my adult learners.
Kolb and Fry (1975) argue that the learning cycle can begin at any one of the points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with carrying out an action and then seeing the effect of that action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the similar circumstances, it would be possible to anticipate what would follow from that action. I feel that reflection is poorly described by Kolb, but is integral to the learning experience. The ability to generalize is vital to learning, leading to applying. It is difficult to apply knowledge without generalizing first. This element take what has been learned, extends it to additional approaches, allowing for potentially broader application.
Engaging in CEP815 included using web cams and learning new technologies. The most significant for me was learning Camtasia Studio. Camtasia is a video capture and editing tool from TechSmith. We were asked to download the free trial version as part of the class, but I quickly realized that I would use it in numerous workplace applications. Camtasia has a built in PowerPoint plug-in, allowing it to capture the screen presentation along with the accompanying presenter’s audio. This was a powerful solution to an ongoing challenge for our programs. Having the ability to capture presentations with audio, and then produce high quality podcasts enabled a new learning solution for our students. I immediately purchased the full version of the software and began learning everything about it. I know capture every presentation, edit the audio and video elements, add annotations and create review questions before producing the final podcast, using the Screencast add-in. The impact has been significant, as we continue to build a significant library of content, leading us to begin building our online resource for learner review and remediation.
A visual representation is a powerful tool in learning. We were asked to create a five year representation of our technical growth, showing application and programs were used over that time period. This reflective experience required a revisiting of “where you were” and “how far you’ve come.” Mine is shown below.
An additional exercise I found quite valuable was the building of a simulation resource compendium. This exercise was based on the concept of a “Virtual MBA”, where one could gain all the knowledge of a MBA program without attending any formal education and thereby saving significant cost. Clearly, a significant downside of this approach is the lack of interaction and networking as well as the missing graduate degree. However, if the goal is purely to gain the requisite knowledge, then this is a viable option. What is it that someone else would need to know to do my job, and how could they go about obtaining it? I explored what knowledge and conceptual basis are required to successfully function in my role as medical simulation coordinator. This was a valuable reflective activity for me to complete. What are my strengths, what do I need? Since my role is relatively new and poorly defined, the challenge was even more difficult for me. As I identified and isolated my replacement’s skill and knowledge requirements, I began to seek out the resources where this information could be found. The result is a diverse and lengthy list of readings, resource books and links, including nine medical texts, six marketing texts, four business books, nine items specifically about medical simulation, two finance books and many, many web sites and links. I found this exercise to be valuable because it required me to inventory the knowledge and skills that I regularly use, reflecting on how a novice could become and expert, so to speak. It is rewarding, yet humbling to conduct this reflection on yourself, evaluating your skill set and reflecting on the value of what you know and how you obtained it.
The outcomes of my Michigan State experience are well beyond my expectations. I use and apply my learning in my workplace every week. My personal growth is immeasurable. I have become a vastly improved learner, educator and researcher as a direct result of my new education. I challenge existing norms every day, stretching and probing, looking for a better way to deliver education within my hospital and school. I have a stronger foundation of educational knowledge and my ability to assess and develop meaningful offerings has grown and matured. The experiences, the contacts and knowledge I have gained will forever change who I am.
Thank you all!
Randy Johann
Specifically, I designed and created a PowerPoint presentation that was dynamically linked to an Excel spreadsheet where my data was collected and then used to create graphs representing the data. Using this combination created a powerful and dynamic presentation for my learners. Another new technology that I learned in CEP810 was using an internet aggregator. I chose NetVibes for my learning platform. Using NetVibes, I learned that an aggregator is an interesting and informative way to keep in touch with focused items in many areas. I included educational sources TechLearning, NPR Technology and MACUL Space on my page. I also included other tabs to aggregate my email and more general yet filtered news. Aggregators have since become more main stream since Google launched its own iGoogle tool. I then explored internet safety and security in depth, exploring many concepts of how to protect students and ourselves in the online environment. I looked at issues like viruses, trojans, key loggers, phishing, scammers hackers, spywares and worms. These threats are significant, worrisome and likely to become more pervasive over time. In a point –counterpoint group assignment, we explored the pros and cons of using technology in the classroom. Groups were assigned by education level, elementary or secondary, and then a pro or con position to argue. My group argued against technology in secondary education, in obvious conflict with our true beliefs. Our final arguments were presented in a PowerPoint presentation including slide narrations. CEP 810 was the foundational course of my Master’s degree journey, opening my world to online learning and exposing me to higher level learning. Upon completion of the course, my anticipation was piqued and I thirst for more exploration and growth, while I remained concerned about my abilities, I was finally moving forward, facing the future with excited eagerness.
My area of education is quite different than the majority of learners in our program. While most are K-12 teachers or already working in some form of educational technology, my background is quite different. My life’s journey has been written in several chapters, as a business leader of a multi-state restaurant company and then as a firefighter/paramedic working on the streets of suburban Cincinnati, and currently as an educator in a hospital-based simulation and education center. The diversity of my experiences gives a unique perspective on how to use educational offerings in concert with evolving technologies. To remain focused on adult learning, I ventured in to the college of Education Administration, enrolling in EAD861, Adult Learning with Dr. John Dirkx. Dr. Dirkx took us through a strong review of the historical, social and philosophical perspectives of adult learning. The course delivered a moderate reading load and a large assignment load yet was extremely helpful to me by reinforcing the adult learning concepts that I have used for years, but without a requisite foundational understanding. Our exploration of age related differences, physical, cognitive, emotional and spiritual influences of adult learners was particularly informative for me. Readings in Learning in Adulthood by Merriam, Caffarella & Baumgartner and Learning to Listen Learning to Teach by Jane Vella were central to the concepts and learning. I completed a Teaching Perspectives Profile, an online assessment of personal perspectives and philosophies in education. The TPI assesses transmission, apprenticeship, development, nurturing, and social reform comparing my belief, intention and actions as an educator. I was most surprised by my social reform scores. Societal reform was the least area of intention in my teaching, yet I scored with strong values and internal consistency. This has caused me to be more aware of my ideologies and potential to latently transmit them. Other areas of assessment were within normal ranges. The TPI overall was eye opening evaluation causing me to become more aware of my teaching style, strengths and weaknesses. EAD861 was among the most challenging but also the most enlightening and relevant educational development courses of my program. I learned a great deal about the adult learning process with its inherent strengths and weaknesses which are enabling me to be a better educator of adult learners.
Another area of personal interest has been research. I have enjoyed and sought out research in each of my life chapters, looking for qualitative and quantitative validation of best practices. Here too, I have had little formal education, but have been self-taught after reading and exposing myself in past lives. I was happy to have an opportunity to learn about Educational Research in CEP822 with Dr. David Wong. I read with great interest the articles and forums for each assignment. The most influential portion of the class was “Key Ideas to Understanding Research and Research Methods” (originally created by Dr. Nick Sheltrown). This lecture and the associated readings and links crystallized many research concepts and allowed me to formulate a concrete understanding of the terms and concepts in research, which I previously poorly understood. Examples of are; Construct Validity, Internal Validity, Types of Reliability, Independent and Dependent Variables and overall design concepts. During the course, I created an authentic Teaching & Research Proposal. The Proposal required extensive sections on the focus and rationale, a comprehensive literature review, perspectives, pedagogy, assessment, complete research design and procedure. This exhaustive assignment allowed me to gain a complete picture of the research proposal process.
Since completing CEP822, I have been involved in four IRB approved research projects as co-investigator. The research has separately involved athletic trainers, paramedics, nurses and residents using high fidelity human patient simulators in their various educational offerings versus the traditional educational methodology measuring the change in knowledge acquisition and/or retention of skills. While each project differs in specific design methodology, the overarching theme is “does HPS simulation improve learning and/or retention?” While many may find it difficult to believe that a research class was a highlight of my experience at Michigan State, I can assure you that it has contributed significantly to my ability to conduct meaningful research and thereby contribute to the body of scholarly knowledge in medical simulation education.
Technology and Leadership, CEP815, was led by Dr. Punya Mishra. This course gave me a better understanding of my own intentions, dispositions, leadership styles and an opportunity for authentic self-assessment and reflection. An article entitled “David A. Kolb on Experiential Learning” was particularly relevant and meaningful to me, relating the medical simulation experience. Using this model with adult learners in simulation based educational offerings, the continual circular cycle of reinforcement where experiencing, reflecting, generalizing and applying accurately reflects the strength of program design. Using this model has allowed me to improve my understanding of program design, improving the experience for my adult learners.
Kolb and Fry (1975) argue that the learning cycle can begin at any one of the points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with carrying out an action and then seeing the effect of that action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the similar circumstances, it would be possible to anticipate what would follow from that action. I feel that reflection is poorly described by Kolb, but is integral to the learning experience. The ability to generalize is vital to learning, leading to applying. It is difficult to apply knowledge without generalizing first. This element take what has been learned, extends it to additional approaches, allowing for potentially broader application.
Engaging in CEP815 included using web cams and learning new technologies. The most significant for me was learning Camtasia Studio. Camtasia is a video capture and editing tool from TechSmith. We were asked to download the free trial version as part of the class, but I quickly realized that I would use it in numerous workplace applications. Camtasia has a built in PowerPoint plug-in, allowing it to capture the screen presentation along with the accompanying presenter’s audio. This was a powerful solution to an ongoing challenge for our programs. Having the ability to capture presentations with audio, and then produce high quality podcasts enabled a new learning solution for our students. I immediately purchased the full version of the software and began learning everything about it. I know capture every presentation, edit the audio and video elements, add annotations and create review questions before producing the final podcast, using the Screencast add-in. The impact has been significant, as we continue to build a significant library of content, leading us to begin building our online resource for learner review and remediation.
A visual representation is a powerful tool in learning. We were asked to create a five year representation of our technical growth, showing application and programs were used over that time period. This reflective experience required a revisiting of “where you were” and “how far you’ve come.” Mine is shown below.
An additional exercise I found quite valuable was the building of a simulation resource compendium. This exercise was based on the concept of a “Virtual MBA”, where one could gain all the knowledge of a MBA program without attending any formal education and thereby saving significant cost. Clearly, a significant downside of this approach is the lack of interaction and networking as well as the missing graduate degree. However, if the goal is purely to gain the requisite knowledge, then this is a viable option. What is it that someone else would need to know to do my job, and how could they go about obtaining it? I explored what knowledge and conceptual basis are required to successfully function in my role as medical simulation coordinator. This was a valuable reflective activity for me to complete. What are my strengths, what do I need? Since my role is relatively new and poorly defined, the challenge was even more difficult for me. As I identified and isolated my replacement’s skill and knowledge requirements, I began to seek out the resources where this information could be found. The result is a diverse and lengthy list of readings, resource books and links, including nine medical texts, six marketing texts, four business books, nine items specifically about medical simulation, two finance books and many, many web sites and links. I found this exercise to be valuable because it required me to inventory the knowledge and skills that I regularly use, reflecting on how a novice could become and expert, so to speak. It is rewarding, yet humbling to conduct this reflection on yourself, evaluating your skill set and reflecting on the value of what you know and how you obtained it.
The outcomes of my Michigan State experience are well beyond my expectations. I use and apply my learning in my workplace every week. My personal growth is immeasurable. I have become a vastly improved learner, educator and researcher as a direct result of my new education. I challenge existing norms every day, stretching and probing, looking for a better way to deliver education within my hospital and school. I have a stronger foundation of educational knowledge and my ability to assess and develop meaningful offerings has grown and matured. The experiences, the contacts and knowledge I have gained will forever change who I am.
Thank you all!
Randy Johann