Ethical Privacy Concerns in the On-Line Environment-Campbell

Hello everyone,

I am apologizing for being behind in my discussions.  Life happens and I just don’t have the reserves any longer to manage without it affecting my health.  That being said, I am working on getting caught up.

I found an article “Ethical issues in Computer-Assisted Language learning: Perceptions of teachers and learners” (Wang, S. & Heffernan, N., 2010).  This study was done for language instructors and students, but the online ethics issues could be applied to nursing on-line education as well as language.  These researchers investigated privacy protection, and learners’ personal data disclosure, along with teachers’ and students’ ethics self-assessments, and their perceptions and ideals of ethical issues in technology-assisted language learning.  I found the results important to be able to ensure ethical considerations of on-line learning. 

The study found that the majority of teachers surveyed had never read any privacy lows, or attended training on privacy laws in education.  Contrary to these results 61% of the teachers inform the student that all personal information will be used for learning purposes only. Furthermore, 51% felt they pose no threat to violating privacy laws when teaching online. So while most teachers of this survey were not formally educated, the majority felt no fear of violating a student’s privacy.

            The study also investigated student’s perceptions and fears of privacy in online learning. The study found that 51% of students were most concerned about uploading pictures or personal photos to online classrooms.  I think this is important to realize, in this generation that moves data through the internet and web, is primarily concerned with photos uploaded to classroom formats.  As a teacher, I could use this information as a way to ask for permission to use photos and assignments for learning purposes only.  Since this study found photos a major concern, this could be a way to grasp their attention, making it important to them, while still informing the students of the intentions and purposes of collaborating data online. 

You may view the article on the following link: 

"Ethical Issues in Computer-Assisted Language learning"

Heather

Unit 5 Outcomes of Educational Technology by Janine Kelley

Unit 5 - Outcomes of Educational Technology by Janine Kelley

Article 1

            In a research article by Zincir, Rana, Basarici, and Balta (2014) entitled Analysis of e-Learning Outcomes at Higher Education: A Case Study a study was undertaken to look at the outcomes for an e-learning system implemented at Yasar University in Izmir, Turkey.  The study evaluated the learning outcomes for students being enrolled into what they refer to as Yasar University e-learning system (YES).  It began with a need to implement classes that could be rolled out to all of their students into seven (7) fundamental courses deemed necessary to ensure their students were satisfying the aim of the university to educate and graduate students with a professional attitude that accepts responsibility and with a beneficent attitude toward their environments.  The on-line courses were designed specifically to make students responsible for their learning with less percentage going towards testing and a greater degree of grading attributable to participation in the e-learning environment.  The results showed poor grades for the first year after implementation but after including a stronger orientation for classes thereafter the grades exponentially increased.  This was an interesting article that shows implementation with thorough orientation to the courses that stress the grading criteria and objectives can promote success in achieving learning outcomes for students.

Reference:

Zincir, I., Rana, T. A., Basarici, S., & Balta, S. (2014).  Analysis of e-learning outcomes at
higher education:  A case study.  Proceedings of the European Conference on E-Learning, 599-604.

Article 2

            In an article by Rowe and Rafferty (2013), a systematic review was done to look at student learning outcomes for e-learning courses associated with self-regulated learning (SRL).  The review discusses numerous studies that have been launched to investigate the effects of SRL in the e-learning environment.  In all of the studies named, the overall consensus is clear that students involved in self-regulated on-line e-learning programs are more successful when instructors provide self-regulation prompts throughout the course material.  The processes and stages of SRL are outlined in the article.  There are four stages of SRL (1-4), and four processes (5-8) named respectively as: 1) planning and goal setting; 2) self-monitoring; 3) controlling; 4) reflecting; 5) cognition; 6) motivation, 7) behavior; and 8) context.  The progression through the process is similar to what one might see with Bloom’s taxonomy.  The recommendation calls for on-line educators to design courses that utilize SRL as the research points to greater outcomes for student comprehension and successful transfer of knowledge and skills.  Also, included are design instruction suggestions that instructors can utilize when planning and implementing e-learning instruction.

Reference:

Rowe, F. A., and Rafferty, J. A. (2013).  Instructional design interventions for supporting self-

regulated learning:  Enhancing academic outcomes in postsecondary e-learning environments.  Merlot Journal of Online Learning and Teaching, 9(4).

Links:

https://files.acrobat.com/a/preview/795de644-0cc2-4214-acb1-509bd6342f36

https://files.acrobat.com/a/preview/6f663c49-abb5-4cb8-8330-47ba93d3a470

 

Utilizing technology to add to the educational instruction to the student...

Project #1 Technology

I wanted to get my class back together to discuss the expectations of their research paper. I was unable to etch out class time from another faculty member so I decided to create a brief (less than 10 minute) video for the students to view on their own. The video was a success after some editing and splicing. Here is the link to the video I shared with my students.
https://youtu.be/tp7EVXWufqA

I did show it to some of my faculty before I posted it and they were impressed. Personally, I would like to do more editing and the more I make these videos using Camtasia the better I will get at editing and splicing. I enjoyed doing this video and using the technology for the classroom. I have previously worked only with the Mac videoing and although those videos are great-there is not a way to incorporate what I am doing on my desktop as I did in the video. This is important for teaching especially if the teaching involves educating the students how to use technology. Camtasia is great!

Apps:

The following apps are what I chose to utilize in a nursing education program. Some of these do have a cost associated with them and the rationale for these costs is the student has the option to buy an app or buy a book/online program. The student has to pay whichever they choice they make.

Mosby's Nursing Consult (free)
Mosby's nursing consult is a useful app for nursing students since the app is a quick brief consult useful at the bedside. The app includes drug monographs for generic or name brand drugs, drug calculators, patient education including conditions and treatment, medications, and ED discharge instructions. The other aspect is evidence based nursing monographs (EBN) for many different illnesses. The information is in the nursing process format and provides an easily applied assessment with interventions. There is a data analysis within the EBN section for each illness and the discharge planning is provided. For a free app that is helpful to students and is immediately applicable to the clinical setting and can be used in the classroom this is my top choice for students. I plan to do an activity during a lecture using this app for a future class.

NCLEX RN National Council Licensure ($13.99)
This app is useful to nursing students as they prepare to take the NCLEX. I would recommend this for senior students or last semester students in an ADN program. The app is set up based on the NCLEX content such as safe and effective care, environment management of care (17-23%), safety and infection control (9-15%), health promotion and maintenance (6-12%), psychological integrity (6-12%), physiological integrity, basic care and comfort (6-12%), pharmocological and parenteral therapies, reduction of risk potential (9-15%), and physiological adaptation (11-17%). I recommend this app as a practice tool for students but not to eliminate an actual NCLEX prep course of some sort.

Nursing IQ (free)
Nursing IQ is a game and it is free. This is a fun and useful app that I could see students using for content and quizzing. The game has levels and the user cannot progress through the level unless the level is passed. The game provides quizzes and each question is timed so the user cannot spend too much time on each question. The downside is if the user is not successful and tries to pass the level again-the questions are the same but the student must master them before advancing. The questions are not specific to any certain section of nursing such as pediatric or med/surg, the questions are general. I think this is a fun game and the student can learn from the game. Also, there must be some fun incorporated into nursing, right?! :-)

Davis's Drug Guide for Nurses ($38.99)
The Davis's Drug Guide for nurses app is one of my favorite apps. I utilize the Davis drug guide app and I have used it for several years now. The app has come in handy on many occasions. This is one of the apps that is also a requirement in most nursing programs either in a book version or an app. I prefer the app because it is always with me and any updates will be automatically updated. The book version gets outdated pretty quickly with the changing of medications and side effects. This app would be a highly recommended purchase for the students and since they usually carry their phones with them all the time it is useful and handy.

Utilizing technology within nursing education is necessary and can be a useful tool in providing education. These apps and the video are a few examples of incorporating technology in the classroom. Students will be happy that they can utilize their beloved smart phones to learn about nursing.

Podcast-Teaching Auadcity

https://ia601509.us.archive.org/12/items/PodcastTeachingAuadcity_201509/Podcast-Teaching%20Auadcity.mp3

Audacity Recording-Project 1

Mentoring in Nursing Education Blog

Please view my blog spot for Mentoring in Nursing Education at http://pjkelley15@blogspot.com

Vimeo for Simulation

Please see link below for my first Vimeo presentation for Introduction to Simulation for my students!

https://vimeo.com/139988604#t=0s

Thank you!
Janine

Legal and Ethical Issues in Technology

The use of technologies becomes one of the essential necessities in the life that it ensures communications among people, helps in achieving duties, and interferes in all aspects of life.  The most commonly used technologies among people are smart phones, tablets, and laptops in the presence of internet services.  The use of technologies facilitates the gathering of information and resources, assists students in their education, educators in their teaching, employees in their work, and more other uses.  But, without professional and right uses of technologies, people will lose their times, efforts, and productivity and it will lead to chaotic situation.  Students depend on technologies in their educational journey.  For this reason, there should be legal and ethical standards of using technologies in education.  Based on that, both students and educators will be safe if they know how to use technologies in educational activities. 

            Mastria, McGonigle, Mahan, and Baxter (2011) stated four important issues that should be addressed through the use of technologies within the educational environment, which are copyright, fair use, public domain, and TEACH act that is associated to copyright.  Garland (2009) said that legal issues of using technologies in education should be focused on privacy, sexual harassment, and theft of information with copyright.  Students should be prohibited from using cellphones in the classroom, especially in texting and taking pictures.  They should be motivated to use technologies in their learning only.  American Nurses Association (2015) said that “systems and technologies that assist in clinical pracctice are adjunct to, not replacement for, the nurses’ knowledge and skill.  Therefore, nurses are accountable for their practice even in instances of system or technology failure” (p. 16).  This explains that nursing students should not depend completely on technologies in their education and clinical training.  Cain and Fink (2010) highlighted a significant issue related to the use of technologies in education, which is the concept of “copy and paste” or “cut and paste” from electronic sources that students might fail in plagiarism.  Five major critical questions that are related to ethical uses of technologies in education, were stated by Cain and Fink (2010) and need to be addressed through using technologies, which are “(1) who is viewing the social media information; (2) how is the social media information accessed; (3) for what purpose is the social information used; (4) what are the criteria one uses for making judgments about social media information; and (5) what is the nature of ‘‘relationships’’ in social media” (p. 5).  To avoid negative consequences of using technologies, all administrators, educators, and students should be aware about their rights of using technologies and social media.  This will improve the outcomes of educational institutions through the optimal use of technologies in education.  In short, Cain and Fink (2010) presented in their article specific legal and ethical issues related to the use of technologies and social medial in education, focusing on protecting privacy and copyright, preventing plagiarism, and the optimal use of tech. in learning and education. 

References:

American Nurses Association. (2015). Guide to the code of ethics for nurses with interpretive statements. Nursesbooks.org.

Cain, J., & Fink III, J. L. (2010). Legal and ethical issues regarding social media and pharmacy education. American journal of pharmaceutical education,74(10). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3058471/pdf/ajpe184.pdf

Garland, V. E. (2009). Emerging technology trends and ethical practices for the school principal. Journal of Educational Technology Systems, 38(1), 39-50. Retrieved from http://essentialconditionswiki.pbworks.com/w/file/fetch/61147543/School%20Administrator's%20responsibility%20with%20Technology.pdf

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

Unit 3 Legal and Ethical Issues

Copyright

An unvarying theme is former articles is the idea that public information policies are mainly structures that connect information originators, users, and libraries into a network of complex relationships.  The Internet’s swift growth, expansion of electronic government initiatives, accompanied by the unvarying pressure to switch our civic literacy from a paper to digital environment produce further forces that weaken the foundational relationships of academic libraries and their home institutions.  Currently, like the biblical dogs of war, Congress and President have passed legislation that releases another set of energies to knit a new pattern: copyright and long-distance education (Schuler, 2003).  

At a most basic level, academic libraries are a technology shaped by users, publishers, and librarians to manage a specific set of intellectual property rights within a particular organizational environment.  Earlier to the historic changes endorsed through the 1976 Copyright Law (Public Law 94-553; 90 Stat. 2541), this relationship was mainly benign and passive.  Persons who required to use books, articles, dramatic works, pictures, plays, reports, newspapers, films, and so forth, within a library were (generally speaking) left lonely to read, share, copy (within reason), and convey to others their “take” on what they were reading and exploring.  If they took a look at a book (or other format) from the library, they could “lend” the copy to someone else, read it out loud to their children (or to strangers in the park), or cautiously copy passages out in long-hand for future reference.  “Fair use” was a type of “gentleman’s agreement” of what was appropriate and inappropriate (and not unlike the prior notion of pornography: “you know it when you see it.”)  Currently, detecting the “copy right” from the “copy wrong,” became easier and libraries were on the side of the angels in the grapple (Schuler, 2003).         

In 1999, Brigham Young University (BYU) designed a new office which works to tackle and settle copyright issues that appeared on campus.  Meanwhile, universities and colleges were, "enduring a paradigm shift from traditional print formats to digital media" (Self-Assessment, p. 1).  The advance of the Copyright Management Office, now called the Copyright Licensing Office, was to confirm compliance with copyright law, to lessen institutional liability and to adopt the digital delivery of materials on campus.  The goal of the Copyright Licensing Office is to offer "(1) copyright education, training and policy advice, (2) secure efficient and proper licensing practices, (3) manage licensing/rights information in a centrally reachable database and (4) measure copyright policy and legal developments").  

Fair Use

The law allows restrained uses and reproduction of copyrighted materials without the owners’ consent.  It is referred to as “fair use.”  The copyright law allows “fair use” of works after pondering four factors:

1. The reason and nature of the use, including if such use is of business nature or is for not-for-profit educational goals;

2. The description of the copyrighted work;

3. The extent and substantiality of the part used proportionate to the copyrighted work overall; and

4. The influence of the use upon the probable market for or value of the copyrighted work (Nguyen, 2010).

The law denotes that suitable fair use aims may include “criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research”  (Nguyen, 2010).

References

Schuler, J. A. (2003). Distance Education, Copyrights Rights, and the New TEACH Act. Journal of Academic Librarianship, 29(1), 49.

Nguyen, N. A. (2010). NOT ALL TEXTBOOKS ARE CREATED EQUAL: COPYRIGHT, FAIR USE, AND OPEN ACCESS IN THE OPEN COLLEGE TEXTBOOK ACT OF 2010. Journal of Art, Technology & Intellectual Property Law, 21(1), 105-130

Unit 3 Legal and Ethical Issues

Current technology advances brought us amazing features to be added to our classrooms and to learning process. The new integrated information technology has intruded our schools and teaching environments vigorously. This kind of technology did not exist a decade ago, as the learning environment was composed of 386-based “luggable” computers and laser disc players. (Oblinger, 2005). But today we are able to access the teaching methods and education levels through many different ways and technology is the one of these ways that enabled us to make it easier as much as possible.

Technology has a remarkable influence on students and teachers in health care services, nursing programs, and nursing education. Examples of information technology (web, search engines, and available systems to manage courses through different devices are all facilitated our works. Nowadays, the impact of new created integrated technology has grown and has been ramified. But wait a minute, do these information technologies are all used in proper ways for reaching the goal and targeted the point of classrooms? No, many of these technologies are abused and misused by people who might not know about the legal and ethical issues that ocuur from using of technologies. In fact, there are many ethical and legal issues that could be seen when using new information technology in teaching and education. Accordingly to (Park, 2009), “Although the integrated teaching method deals with wide varieties of ethic content, the teaching method lacks core content and a systematic approach to ethics education within nursing programs.” In other words, ethical issues could be raised if we didn’t realize and recognized others and ours rights.

In Chapter 10 of Integrating Technology by (Mastrian, et al. 2011), I found many important information that I was not aware of it before, starting with “The primary objective of copyright is not to reward the labor of authors, but [t]o promote the Progress of Science and useful Arts.” It impressed me; we have to think about the copyrights in this way, in order to maintain the continuity of the science and its progress for human being’s sake. Because copyrights, fair use, public domain, and TEACH Act are all considered crucial to understand the proper use of available materials online.

References

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

Park, M. (2009). The legal basis of nursing ethics education. Journal Of Nursing Law, 13(4), 106-113. doi:10.1891/1073-7472.13.4.106

Oblinger, G. D. (2005). Learners, Learning, and Technology. The Educause Learning Initiative. 66-68.  Retrieved from:

https://net.educause.edu/ir/library/pdf/erm0554.pdf

NURS 8513-15 Fall Technology in Instructional dEsign : Please visit my Facebook page...

NURS 8513-15 Fall Technology in Instructional dEsign : Please visit my Facebook page...: Here is a link to my social media site: Dabbling with Dissertations www.facebook.com/dabblingwithdissertations I look forward to the dis...

Please visit my Facebook page...

Here is a link to my social media site: Dabbling with Dissertations

www.facebook.com/dabblingwithdissertations

I look forward to the discussions and encouragement. Please feel free to share with your contacts.

Legal and Ethical Issues in Technology Unit 3

In Chapter 10, I learned about the use of technology in the classroom. I was pleased to learn that I could use more information (such as an article) in my classroom based on the TEACH act. I was not aware of the 2500 word rule. I currently do not provide articles for students but rather provide links or have the students look up the articles in the databases. I also appreciate the reference to the Lawrence Lessig Keynote presentation on digital media and plan to review the YouTube video.

An article I reviewed regarding millennial's, technology, and law school provided some interesting and informative points. These points can be implemented in a legal setting, clinical (hospital) setting, and classroom setting. The important consideration in this article is teaching the students to think critically about technology, its benefits, its risks, and how it affects professionalism (Otey, 2013). Technology is changing faster than we can keep ahead of the game therefore, creating policies and rules around it seems exhausting. Why not embrace the technology and focus our energies on teaching professionalism around technology? This would involve incorporation of technologies within the curriculum. The points in the article include: (1) Ignoring or banning technology in the classroom is not an option, (2) Millennial's need to be encouraged to think critically about technology, (3) Millennial's need to be introduced to "soft skills," (4) Utilize up-to-date practices including technology, (5) Encourage learners to take ownership of their education and utilize real-world situations (Otey, 2013). These points are interesting in how they can be applied in the nursing classroom easily throughout the curriculum. Nursing faculty could graduate "technology professional" students who are able to critically think about the use of technology in their professional and personal lives. I found this article particularly interesting because when I first started teaching I was constantly fighting a losing battle with students and their technology. Once I decided to embrace their devices and the technological world within my classroom, I have found the students more engaged in my lecture than their devices. I plan to incorporate these points within my classrooms.

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

Otey, B. S. (2013). Millennials, technology, and professional responsibility: Training a new generation in technological professionalism. Journal Of The Legal Profession, 37(2), 199-264.