Legal and Ethical Issues in Technology

In preparation for this assignment I reviewed the article Social Media Use in Nursing Education.  Social media is defined as a form of electronic communication through which users create online communities to share information, ideas, personal messages, and other content.  This type of learning platform can assist nursing faculty and students in gaining a better understanding of communication, professionalism, healthcare policy, and ethics.  This technology is changing the way that people and organizations throughout the world transmit and receive information.

Nurses are very knowledgeable and work with many entities within the healthcare system such as administrators, healthcare providers, patients, families, and communities.  Nurse educators are starting to explore methods to apply this type of technology in the curriculum.  The National League for Nursing Accrediting Commission (NLNAC) revised the curriculum standards, encouraging nursing programs to incorporate not only nursing informatics, but technology competencies as well.  Technology is viewed as a medium in which educators can teach and students can learn.

Several nurse researchers and educators have published accounts about the potential of social media.  There are typically three themes or categories under which social media use fit:  expository commentaries outlining functionality or potential social media; social media best practice recommendations and discussions of privacy, legality, and ethics within nursing education; and research studies exploring the efficacy or value of social media modalities in education.

Expository commentaries outlining the functionality or potential of social media appear often in the nursing literature.  Integrating the use of blogs or wikis in the classroom can assist in supporting continuing education, outlining the benefits within clinical settings to promote inter-professional collaboration, facilitate peer support, and assist in project management. Twitter and Facebook are also other innovative approaches to knowledge and sharing of information.

There are many recent publications that focus on best practices and legal/ethical considerations of social technology use.  Best practice should be outlined related to social media usage by nurses (and students), including various topics related to professionalism, knowledge generation, and developing a functional online reputation.  Other issues include focusing on topics such as third-party material ownership and confidentiality/privacy.  Nurses who elect to use social media should display competence, image, confidentiality, privacy, boundaries, expectations, integrity, policy, and accountability.

Several forms of social media can be integrated across the curriculum in nursing education, but the confidentiality aspect needs to be highlighted.  The Health Insurance Portability and Accountability Act (HIPPA) training should be required of all students and nursing faculty.  Students need to understand the following: 

• ·      Everything typed may be publicly accessed.
• ·      Who is the audience, and who can see each posting?
• ·      Whether postings will add to or distract from the profession of nursing and their professional reputation
• ·      The need to establish professional boundaries even between friends and family
• ·      At all times to keep patient information private including the assigned work unit and minor information
• ·      The need to keep privacy settings reviewed and updated

Nurse educators must become early adopters and disseminators of the feasibility, acceptability, and outcomes of technology integration.  As long as nurse educators have a clear purpose and administration support, nurse educators can successfully integrate social media into nursing curricula.  It is very important for nurse educators to instill a level of understanding in the student regarding the social and legal implications of utilizing social media.

Reference

Schmitt, T. L., Sims-Giddens, S. S., & Booth, R.G. (2012). Social media use in nursing education. The Original Journal of Issues in Nursing, 17(3). doi:  10.3912/OJIN.Vol17No03Man02

Weaam' initial post unit 3 Legal and Ethical Issues in Technology

                                                                        Unit 3

                                           Legal and Ethical Issues in Technology

In E-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing (Andersson, 2010).  Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Clark and Mayer, 2011).

Anitha and Harsha (2013)pointed out that  ethical issues on e-learning sites mostly start from improper usage of this influential resource known as Internet. It is not difficult to cheat on the Internet. Students either studying in a university or enroll on an online program can easily acquire fraudulent knowledge or information and use it for their coursework, projects, and Assignments. Therefore it is very important that the software developer for e-Learning sites is cautious design and managed with adequate checks and balances to minimize unethical practices by which student can cheat. This ethical issues can be resolved if the e-learning site software developer pay attention to the design of the e-learning site software (Masters and Ellaway, 2008). Khan (2005) stated that ethical issues, which may come across E-learning system implementation, are social, cultural, political, geographical diversity of the learner as well as learner diversity, legal issues, bias, integrity, equality, privacy and justice as these issues have been in traditional educational system.

There are various legal issues surrounding the use of e-learning sites in studying which we all need to be aware of, The most difficult (and often overlapping) legal issues are found in the areas of copyright, data protection and licensing(Mastrian, McGonigle, Mahan, & Bixler, 2011).

Copyright

There is an understanding of 'fair use' (unless specified otherwise) that allows reasonable use of materials for private study. Making multiple copies of resources without the express permission of the copyright owner, or a copyright statement acknowledging this as a fair use, is not acceptable (Mastrian, McGonigle, Mahan, & Bixler, 2011). Khan (2005) mentioned that institutions should build policies for instructors, learners, administrators and support services staff for legal issues such as plagiarism, privacy, and copyright. Learners should never publish without permission as participants personal views and biases which they may not want the outside world to know. Content authors, instructors, and students should be familiar about copyright issues pertaining to E-learning system.

Data protection

The website of the Information Commissioner's Office (ICO, 2012) quotes eight principles of data protection that apply to all those processing and holding personal data. 'Personal data' encompasses both facts and opinions about an individual, and the Data Protection Act applies to any personal information held in a structured filing system.  Data must be: fairly and lawfully processed, processed for limited purposes, adequate, relevant and not excessive, accurate, not kept longer than necessary, processed in accordance with the data subject's rights secure, and not transferred to countries without adequate protection.

Licensing

 The license is the legal statement of how one can use an e-learning sites copyrighted material. In an educational setting, the license will usually state the number of machines a piece of purchased software may be used on. Normally, educational establishments will need a site license, a multi-user license or many copies of single-user licenses. Software and other resources must be used within the terms of the license (Mehrpouyan and Razavi, 2014).

References

Andersson, A. (2010). Learning e‐learning: The Restructuring of Students’ Beliefs and Assumptions about Learning. International Journal on E‐Learning, 9(4).  

Anitha, C., & Harsha, T. S. (2013). Ethical Perspectives in Open and Distance Education System. Turkish Online Journal of Distance Education, 14(1), 193-201.‏

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.‏

Information Commission’s Office. (ICO, 2012). Monitoring under section 75 of the Northern Ireland Act 1998. Retrieved from https://ico.org.uk/media/for-organisations/documents /1062/section-75-monitoring.pdf.

Khan, B. (2005b). Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Hershey, PA: Information Science Publishing.

Masters, K., & Ellaway, R. (2008). e-Learning in medical education Guide 32 Part 2: Technology, management and design. Medical teacher, 30(5), 474-489.‏

Mastrian, K. G., McGonigle, D., Mahan, W. L., &Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett

Mehrpouyan, A., & Razavi, G. K. (2014). Legal Issues of Intellectual Property Rights and Licensing for E-Learning Content in the United Kingdom. E-Learning and Digital Media, 11(3), 272-277.‏

Weaam

Hello everyone
This is not post, it is just a test to know if I follow Dr Frutchey's instruction correctly or not 
Finally, I get it 
With respectful to all

Unit 3

 this is just a try

Sadeq's initial post to Unit 3: Legal and Ethical Issues in Technology

Unit 3: Legal and Ethical Issues in Technology

All learners and educators are invited to contemplate about the following important fact in which Redding (2003) highlighted that

Of all that man knows, 5% was learned in the first 10.000 years, 25% was learned in 400 years, 70% was learned in the last 50 years!  To be successful, one must be a life-long learner, a high self-directed learner.  Nations that value high self-directed learning will dominate the world (p.156). 

In reflection to the aforementioned excerpt, it is clear that the landmark of the past several decades and up to the current time is the technological scientific revolution and its unlimited advanced digital applications.  One of the most fruitful advanced technologies that can be used to create a meaningful and effective educational environment is the Information and Communication Technology (ICT).  According to Lahti, Hätönen, and Välimäki (2014) ICT reshaped the man’s life by pervading all angles and aspects of existence to the degree that it made the world as a small global village.  Education in general and nursing education in particular is no exception.  ICTs have the capacity to recreate the educational environment to be meaningful, attractive, effective, and fruitful for both the student and the faculty member.  However, technology is a double edge sword.  In other words, it can be helpful in enriching the learning experience and upgrade it to the next level.  Conversely, it can be a significant threat to the entire educational process meaningfulness at, if misused.  A good example of this in the educational arena would be using technology to cheat.  Therefore, I would like to highlight this through the selected article.  Stonecypher and Willson (2014) article is one of my favorite articles, considering the fact that the authors recommended to use technology to counter cheating technologies.  For example, they recommended technology enhanced test security by using fingerprints, video and voice recognition, and interference with calculator memory, as well as software to lock the computer desktop to deter any unethical academic behavior that students can do.

The second article that I would like to highlight in this discussion is about pilgrims.  In which Probett (2011) design a practical steps to deter the aforementioned academic problem through the following simple, yet effective steps:

1. Change assignments every time

2. Create unique course-specific assignments.

3. As educators, walk the talk: Check your own papers

4. Use technology.  For example, Turnitin technology.

In conclusion, let us create an ethical learning environment that foster students’ development in a meaningful way by using academic integrity as the cornerstone of our work.

                                                         References

Lahti, M., Hätönen, H., & Välimäki, M. (2014). Impact of e-learning on nurses' and student nurses knowledge, skills, and satisfaction: A systematic review and meta-analysis. International journal of nursing studies. 51(1), 136-149, doi:10.1016/j.ijnurstu.2012.

Probett, C. (2011). Plagiarism Prevention. Business Communication Quarterly,74(2), 170-172

Redding, T. (2003). Preparing your learners for my e-Learning: An e-learning vendor’s point of view. In P. George (Eds.), Preparing learners for e-learning (p.156). USA: John Wiley & Sons.

Stonecypher, K., & Willson, P. (2014). Academic policies and practices to deter cheating in nursing education. Nursing Education Perspectives, 35(3), 167-179.

Instructional Design Theory

The Algo-heuristic Theory

The Algo-heuristic theory was developed by Lev Landa.  The theory was developed and implemented to assist employers in decreasing the time that was needed to adequately and efficiently train new employees.  This theory provides strategies to assist in breaking down the complexities of subject-matter experts.  Breaking down the information into simple steps assists in developing algorithms or flowcharts that include key decision-making points.  A new learner can benefit from the use of flowcharts that show exact steps in the process of the subject she is learning.  With more practice the new learner will not depend on the flowcharts and will become an expert who is able to apply critical thinking to multiple situations.

There are two types of method that Landa discussed. The first method is the Method of Action, which is a system of actions that leads to solving problems or performing tasks.  The second is the Methods of Prescription, which is the underlying thought processes or instructions that point out the action to be performed.  New learners typically begin in the Method of Action phase and gradually transition to the Methods of Prescription. Landa also believed that methods of thinking could be taught through two teaching approaches.  The first approach is Guided Discovery, which involves the learner’s performing a specific task and then creating step-by-step instructions on how the task was completed.  The second is Expository teaching, which involves the instructor’s providing the learner with the task or problem and the necessary instructions needed to solve or complete the assigned task.

I see this theory being utilized in the laboratory setting. This type of theory can assist learners in learning new skills or performing assessments.  The theory could also be used during simulation exercises.

The Elaboration Theory

The Elaboration Theory was created by Charles Reigeluth.  This theory was constructed and based upon the cognitive learning theory.  The theory addresses a holistic approach to selecting and sequencing information for instruction.  This theory can assist the learner in forming stable cognitive schema to which complex tasks can be assimilated and also builds cognitive scaffolding.  In Elaboration Theory the information is divided into sections, which assists the learner by simplifying and making the information less complicated. 

One must understand the concepts of Scope and Sequence to use this theory.  The Scope addresses what to teach or the exact nature of the content.  The Sequence involves ordering the learner’s information into a logical and understanding order or flow.  One example of sequencing is topical sequencing, which involves teaching a topic or specific task to learners thoroughly before moving to the next topic or advancing the content in any way. 

Spiral sequencing begins with teaching the basics of the topic and then digging in even deeper.  The sequencing strategies should be selected based on the expert trying to be established.  A domain expert is when the learner becomes an expert in a specific area of knowledge.  When domain expert is the goal, either conceptual elaboration sequence or theoretical elaboration sequence should be used.

Task expertise is when the learner becomes an expert at a certain skill.  When task expertise is the goal, the simplifying conditions method should be utilized.  With this method the content starts with the simplest version, and then progressively gets harder.

I can see this theory being utilized in pharmacology and pathophysiology classes.  It could also be used in the skills lab setting with students.  It could be implemented in any classroom that is following the linear approach to teaching.

Instructional Design Theories

Unit 2

It is very important to incorporate the most appropriate instructional design theory hen the education ant to incorporate any type of technology in his / her teaching style and according to the scientific content.  

Algo-Heuristics theory (Landamatics)

            Algo-Heuristics model is a theory of instructional design developed in early 1950’s by Lev Landa.  In addition, Algo-Heuristics is a process of critical thinking or problem solving through facilitation the accurate course of action to achieve the objective.  Landamatics / Algo-Heuristic method incorporates a snowball method where the entire concept to be taught is broken down into single items (Mastrian, McGonigle, Mahan, & Bixler, 2011).  The first item is presented, along with the process of how to solve the problem.  Practice problem are worked until the item is mastered.  Then the first item is presented with the second along with the other steps. The first and second item is then paired with the third and in the same manner, and so forth. It is the same algorithm nature in math and science.  The theory suggests that all cognitive activities can be analyzed into operations of an algorithmic, semi-algorithmic, heuristic, or semi-heuristic nature. Once discovered, these operations and their systems can serve as the basis for instructional strategies and methods. The theory specifies that students learn not only knowledge but the algorithms and heuristics of experts as well.  They also have to learn how to discover algorithms and heuristics on their own (Landa, 2013).  Landa (2013) believed that knowledge is made up of three elements, which are: image is as the mental picture, concept is as the knowledge of the characteristics of an object, and propositions is as the relationships the object and it’s parts to other objects. The learner is encouraged to learn either algorithmic or heuristic problem solving in a systematic process. While heuristic approach is an experience-based technique that helps in problem solving, learning and discovery.  A heuristic method is particularly used to rapidly come to a solution that is hoped to be close to the best possible answer or optimal solution (Reigeluth, 2013).

Multiple intelligence theory

Up to the early 1980’s, intelligence was viewed as one single entity.  Gardner (1982) defined intelligence is the ability to solve problems or to fashion products that are valued in one or more cultural setting.  The humans possess different kinds of intelligence, each of them relating to a definite realm of human life and activity, a radical and innovative outlook on intelligence that differed greatly from the traditional view (Reigeluth, 2013).

Gardner (2011) identified the nine intelligences as follows:

·         Logical-Mathematical Intelligence consists of the ability to detect patterns, reason deductively and thinks logically, being frequently associated with scientific and mathematical thinking.

·         Linguistic Intelligence which involves a mastery of language, including the ability to effectively manipulate language to express oneself rhetorically or poetically, also allows one to use language as a means to remember information.

·         Spatial Intelligence gives one the ability to manipulate and create mental images in order to solve problems; not being limited, however, to the visual domains as it is also formed in blind children.

·         Musical Intelligence which encompasses the capability to recognize and compose musical pitches, tones, and rhythms. However, although auditory functions are required for a person to develop this intelligence in relation to pitch and tone, it is not needed for the knowledge of rhythm.

·         Bodily-Kinesthetic Intelligence is the ability to use one's mental abilities to coordinate one's own bodily movements, challenging, consequently, the popular belief that mental and physical activity is unrelated.

·         Interpersonal Intelligences includes interpersonal intelligence, as the ability to understand and discern the feelings and intentions of others.

·         Intrapersonal intelligence is the capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. In addition, it is the ability to understand one's own feelings and motivations.

·         Naturalist intelligence is the ability to recognize and categorize plants, animals and other objects in nature.

·        Existential intelligence is sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here?

Although the seven intelligences are separated from each other, the theory claims that they rarely operate independently, being used concurrently and typically to complement each other as individuals develop skills or solve problems.

Gardner and Hatch (1989) stated that this theory of multiple intelligences has several implications for teachers in terms of classroom instruction as it states that all seven intelligences are needed to productively function in society in terms of the educators should consequently think of all intelligences as equally important.  For this reason, educators should recognize and teach to a broader range of talents and skills which poses a great contrast to the traditional education systems which typically placed a strong emphasis on the development and use of verbal and mathematical intelligences. Therefore, Gardner’s Theory further implies that teachers should structure the presentation of material in a style, which engages most, or all of the intelligences rather than one isolate one.

Additionally, inasmuch as Gardner (2011) states that everyone is born possessing the seven intelligences, the theory also mentions that not all students will come into the classroom with different sets of developed intelligences, meaning that each child will have its own unique set of intellectual strengths and weaknesses. In closing, Gardner’s theory sheds a new light on a traditional concept that directly affects the praxis of education.

References

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.‏

Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.‏

Gardner, H. (1982). Art, Mind and Brain. New York: Basic Books.

Landa, L. N. (2013). The algo-heuristic theory of instruction. Instructional design theories and models: An overview of their current status, 163.‏

Mastrian, K. G., McGonigle, D., Mahan, W. L., &Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett

Reigeluth, C. M. (Ed.). (2013). Instructional design theories and models: An overview of their current status. Routledge.‏

Unit 2

Instructional Design Theories

       By immersing myself in the assigned readings and my own selected readings about the instructional design theories, it is valuable to notice that all of them are trying to approach the truth from its angle. Meleis (2010) stated that “theories provide frameworks for understanding complex situations” (p.63). Nevertheless, when it comes to choose, I would choose the 4C/ID Model and the Multiple Intelligences Theory to guide my instructional design in the future. Here is why I believe that the aforementioned instructional design theories are ideal in terms of providing guidance on how to design or create the instruction to enhance learning (Mastrian, McGonigle, Mahan, & Bixler, 2011).
       The 4C/ID model main theoretical premise can be explained by its focus on teaching complex task as a whole rather than simplifying the tasks into smaller pieces, which are designed to put the learner in an educational situation that is very similar to real-life situations. This will sharp learners’ competences and upgrade their critical thinking abilities to the next level. In nursing education, this is what we need to prepare independent practitioners, who can serve their society in an ideal way. Let us discuss the following example of test assembling as it servers the purpose of supporting the 4C/ID Model. One of the most important test assembling rules that must be considered is to integrate and scramble the test items in a way that avoids putting all the test items that are centered on the same topic together. Avoid grouping items by contents area would positively factor into testing learners’ ability to critically think by using higher cognitive level since scrambled test items sequence is more realistic. This approach will prepare our student to pass NCLEX-RN considering that license exam is similarly assembled (McDonald, 2014). And also prepare them to face every day nursing challenges in the practical arena, where the multiple layers of complicity are the norm. Therefore, this model is more realistic in preparing our students to step confidently into their future.
       Similarly, the application of Multiple Intelligences Theory as an instructional design theory has proven its ability to enrich the learning experience with diverse and non-traditional elements of success. It is unique in terms of its ability to broaden the educational scope to be more open to accept other types of intelligence such as, however not limited to, interpersonal, verbal-linguistic, and naturalistic intelligences. This theory perfectly matches with the young generations of learners as it improves learning and provide instructors with the opportunities to incorporate innovative technologies.

                                                                              References
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett
McDonald, M. (2014). The nurse educator's guide to assessing learning outcomes. Jones & Bartlett Publishers.
Meleis, A.I. (Ed.). (2010). Transitions Theory. New York: Springer.

Unit 2: Instructional Design Theory

Unit 2: Instructional Design Theory

            According to Mastrian, McGonigle, Mahan, and  Bixler (2011), learning theories are the primary foundation for the theories of instructional design. Instructional design theories are goal-oriented theories that lead the process or provide directions or outlines in terms of enhancing students learning.  

1.      Elaboration Theory:

Elaboration theory was developed in the late of 1970s by Charles Reigeluth; the basic strategies of the theory are to organize, sequence, and synthesize course materials (University of Colorado at Denver, 1992).   This instructional design theory works on the cognitive domain of learners. It aims to make instructions more effective and make more sense; in other words, elaboration theory provide instructions for learning in a meaningful way that motivate learners to have better understanding by building cognitive scaffolding that simplified complex knowledge and enable learners to address complex tasks.  Mastrian et al., (2011) clearly explain how elaboration theory can simplify complex knowledge. They point out that “in elaboration theory, topics and tasks are broken up into chunks of information as well as simplified into less-complicated, real-world that the learners can understand” (p. 95).

The focus of elaboration theory is on the content and the logical order of teaching the content (scope and sequence).  In other words, after breaking up the content to small parts of information and determine what to teach, faculty need to start with simple information and move students toward the most complex in order to help students organize and better understand the presented materials.  Educators based on this theory can also present the material either by topics by starting from broader to narrow or they can present materials by spiral sequence approach in which basic information about all topics is introduced to learners and teaching learners with more detailed or more complex. 

2.      The Four-Component Instructional Design Model (4C/ID Model).

I selected this theory because it kind of working in the opposite direction with elaboration theory.  Breaking up complex tasks into small chunks is the direction of most instructional design theories in order to simplify the process of learning these tasks; whereas,  the 4C/ID model guides the process of learning the complex tasks including their basic skills as whole instead of separating them into parts.  Based the 4C/ID model, designing instructions for learning complex tasks is guided by four main components that works as blueprint, which are learning tasks, supportive information, procedural information, and part-task practice (Mastrian et al., 2011). A very recent research by Vandewaetere et al (2015) studied the process of designing an educational program for healthcare field of study based on whole-task learning that is guided by 4C/ID model.  The authors indicate that when dealing with complex tasks, healthcare professionals should be competent in terms of critical reasoning, communication skills, decision making, and management skills.  Therefore, they need to be prepared in a way that they can take up more than one role at the same time. The 4C/ID model is the appropriate instructional design model to address the complexity of learning a complex task as whole, because this model mainly focuses on integrating knowledge, skills, and attitude.  Mastrian et al., (2011) also mentioned these three aspects (knowledge, skills, and attitude) as integral parts from the first component of 4C/ID that aims to promote schema construction.  

References:

Mastrian, K. G., McGonigle, D., Mahan, W. L. & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett.

University of Colorado at Denver (1992). A critical review of elaboration theory. Retrieved from http://carbon.ucdenver.edu/~bwilson/elab.html

Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., Van Merriënboer, J. J., & Roex, A. (2015). 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher, 37(1), 4-20.