Education Theory and Practice
Course DetailsCourse Number: RESP 4223 Section Number: X30
Days & Times:
MIDWESTERN STATE UNIVERSITY
COLLEGE OF HEALTH SCIENCES AND HUMAN SERVICES
RESPIRATORY CARE PROGRAM
May Graduates: Deadline to file for Graduation—February 18, 2013
Education Theory and Practice
The focus of this internet course is to train the student in the basic processes of education. Emphasis is placed on classroom as well as clinical instruction. Topics include learning styles, developing objectives, teaching methods, questioning and problem solving strategies, characteristics and roles of the clinical instructor, and use of appropriate evaluation instruments.
Participants in this course will have the opportunity to:
1. Identify the purposes, goals, and benefits of client and staff/student education.
2. Identify the terms education process, teaching and learning
3. Identify major ethical principles related to education in health care
4. Define the principal constructs of each learning theory
5. Explain the health educator’s role in the learning process
6. Describe what is meant by learning styles
7. Identify incentives and obstacles that affect motivation to learn
8. Identify the magnitude of the literacy problem in the United States
9. Identify the differences between learning goals and objectives
10. Explain how to evaluate instructional methods
11. Differentiate between instructional materials and instructional methods
12. Describe the effects that technology has had on education for health professionals
Randy Case, MAM-HCA, RRT
Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at email@example.com
I will check my D2L email regularly.
Susan Bastable, Pamela Gramet, Karen Jacobs, Deborah Sopczyk, Health Professional as Educator Principles of Teaching and Learning, 2011 Jones & Bartlett, ISBN 978-0-7637-9278-7
American Disabilities Act (ADA)
Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.
MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.
Please see the instructor outside of class to make any arrangements involving special accommodations.
It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required
1. Syllabus---contains the syllabus.
2. Announcements---All announcements will be posted under the NEWS section on the course homepage.
3. Weekly Course Content---Here you will find your weekly activities, which include that week’s power point slides.
4. Discussions---Here you will post your reading assignment discussion comments. I will also post a CHAT Module under the DISCUSSION Module that can be utilized throughout the semester for students to ask each other questions, dialog or chat about the course.
5. Assessments---Here you will find your quizzes. All assessments are timed (90 minutes) and you may only take the quiz one time.
6. Learning Tools---Here you will find information that may be helpful to you during this course. This may include APA and Writing Information as well as information to aid you in researching online databases.
7. Email---Use email in the course site when you need to communicate with me or if you wish to communicate with other learners in the course. You can add attachments to the email. You also can email me at my university address. My university address is firstname.lastname@example.org
D2L is designed so that students are locked out of the system after the deadline has passed. Please make note of all deadlines and adhere to them. Anything not completed and handed in on time will be subjected to a 15% per day penalty (weekends and holidays included). All assignments must be completed by midnight of the due date.
Professors have become increasingly aware of, and therefore more adamant about, plagiarism on college campuses. Remember that copying any part of someone else’s work without properly citing it constitutes plagiarism. Further, copying other’s ideas and portraying them as your own, even if not word for word, constitutes plagiarism. The professor will investigate any suspected cases of academic dishonesty. If further action is necessary, the professor will turn the incident into the proper MWSU authorities for disciplinary action. In addition to the issue of plagiarism, academic dishonesty in an online environment may include: having someone else complete any assignment or any portion of an assignment and/or discussing via any medium, even email, any exam question.
Research papers and projects must be original work for each course assignment. The faculty will not accept a submission that has been or is being submitted for another course. No Exceptions!
You are expected to do your own work just as you would be in a “traditional” classroom setting.
A minimum grade of 75 (C) is required in all respiratory courses. Failure to attain a minimum grade of C will prevent the student from progressing in the program.
Educational Philosophy Paper 20%
Teaching Practicum 30%
Discussion content and questions will be posted on certain weeks throughout the semester. You can see the weeks that will include a discussion assignment on the course schedule within the syllabus.
There will be a total of four quizzes, which will cover several chapters within the text. Students are expected to analyze and apply their education knowledge during these quizzes. Quizzes are located under assessments. You may use learning resources to help you with the quizzes, however the quizzes are timed.
Class participation is an integral part of this online course. There are activities that require each student to post opinions from the readings, case studies, research, or in response to the discussion by others. However, in order to earn the maximum amount of participation points you are expected to participate actively in and contribute to the learning experience in this course. You should provide feedback, comments, and thoughts under dialogue and discussion.
Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. There is not a required length for postings as I am looking for quality and substance.
Educational Philosophy Paper:
Examination of one's philosophy of education is primary to beginning either patient or staff education. This paper should be 3 pages in length (excluding cover page and references) using APA guidelines. An abstract will not be required.
Questions to be answered in this paper include:
Part I) your view of education, your experiences which have formed that view, and the impact on teaching and learning your views will have or have had,
Part II) choose an educational theorist with whom you identify and briefly discuss his/her theory (Chapter 3 as reference). This paper will constitute 20% of your grade. This paper will be submitted per the Educational Philosophy Paper icon on the homepage.
***Education Philosophy Paper Due by FEBRUARY 24!!!***
Educational Philosophy Grading Criteria:
Writing Scoring Rubric
Students must work individually. Students will select a specific topic for patient or continuing education; illustrate the need for the program; write objectives, design a relevant learning activity, conduct the learning activity, and use an appropriate evaluation process to demonstrate effectiveness. Each individual will prepare a learning activity using either a Power Point presentation, video, voice over, or module format. Any creative format will be accepted. 30% of your grade will depend on your presentation as it will bring together all the concepts we will be discussing throughout the semester. It is recommended that topics be selected early in the semester in order to write each section of the presentation as we are discussing it. Students will submit the completed educational model for evaluation and a summary page must be prepared which will include date the presentation was given, the audience, and feedback generated by the participants. Some suggestions for appropriate audiences include RT students, professional colleagues or patients/patient families. The practicum may be an in-service, procedure demonstration, new product instruction etc. Any presentation must include the elements outlined above. You will also post a summary of the teaching practicum on the presentation site for the class to view and evaluate.
***Teaching Practicum due by APRIL 21, 2013!!!***
GRADING RUBRIC FOR PRESENTATION
Course AttachmentsSyllabus Education & Theory Syllabus Summer 2013-20140123-162354.docx
TextbooksHealth Professional as Educator Priciples of Teach ISBN: 978-0-7637-9278-7