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Attached is a document from Faculty Focus on teaching with technology. These documents are collections of short pieces on the particular topic … and Faculty Focus has LOADS of topics. You can find that list of topics at http://www.facultyfocus.com/free-reports/. All reports are free, but in order to download them, you have to register (i.e., enter your e-mail address and create a password). Once you register, you will get regular announcements from Faculty Focus when new reports come out. Sometimes the e-mails are about reports you've already been notified of, but most of the time it's new stuff. Well, now that you know about this great resource, I will assume that those of you who are interested will register and get your own announcements. I, therefore, will not be cluttering up your Inbox with any more of these things … though you can expect notices when other kinds of things come out that might be of interest to you. Theresa M. "Terry" Valiga, EdD, RN, ANEF, FAAN Professor & Director, Institute for Educational Excellence

"The Online Teaching Guide was developed by faculty members from the Duke University School of Nursing (DUSON) under the guidance of the Duke Center for Instructional Technology (CIT). The work of this group culminated in this resource for faculty members who want to enhance their ability to plan effective online learning experiences for students. This guide serves as a user-friendly and practical tool to assist faculty in planning and implementing online courses."

"... information on the process of planning and executing student video assignments as a guide for other faculty... This document outlines their thoughts... on best practices for using video in student assignments." A must read for any faculty considering or preparing a video assignment, which could include video journals, digital story-telling, or anything dealing with YouTube, FlipCams, or VoiceThread.

"To facilitate integration of the Master's Essentials into nursing program curricula, AACN is developing new resources, assembling an online faculty tool kit, planning interactive sessions, and hosting a series of Webinars for faculty and staff engaged in this important work. Watch for details on these upcoming activities and please let us know what additional materials you would find useful by sending your suggestions to Kathy McGuinn, AACN Director of Special Projects, at kmcguinn@aacn.nche.edu or 202-463-6930 , extension 262. "

A teachign and learning material repository built by the Consortium for Health Professions Educators at Duke. This site "provides links to information and internal and external resources to help faculty in many areas" concerning the scholarship of teaching and technology innovations. Also, the builders hope that faculty will participate and " contribute ideas, experiences, questions, resources, and so on."

"The website is considered to be a "living" resource that will change continually and to which each faculty member may contribute ideas, experiences, questions, resources, and so on."

"Six Nursing faculty and one graduate student participated in a CIT Fellows Program to develop methods evaluate the quality of the School's online courses. The group created an evaluation rubric, applied it to their courses, and conducted student focus groups to provide feedback about online course quality. "

Standardized rubric for online classes produced by faculty at the Duke School of Nursing

Various factors, including the fact that in fast-paced, acute care settings, students have little time to reflect on a client's situation and provide appropriate and thoughtful nursing interventions, led our faculty to develop real-life, real-time scenarios for a simulated clinical setting. Senior students studying Complex Illness and Disease Management are assigned to 15 weeks of eight-hour clinicals in an acute care setting. Now, three sessions with a high-fidelity simulation (HFS) manikin are spaced throughout the semester. The eight-hour authentic clinical scenario mimics the entire hospitalization experience, from admission to discharge of a client. The scenario is designed to enhance students' critical thinking skills and promote confidence and comfort in the clinical arena. While skills lab use of HFS focuses primarily on learning skills and tasks, the simulation clinical focuses on solving problems, teamwork, understanding complex disease processes, decision making, and critical thinking. A focus on tasks and skills is one component of the scenario, but only in relation to caring for the client.

Details nurse educators experience creating high fidelity simulation experiences for a nursing students. Headings include: Project development, simulation clinical experience, and outcomes.

If you are teaching online, you owe it to yourself to spend some time on this site. Very well done and comprehensive.

The modules consist of 17 activity guides with 4 accompanying PowerPoint presentations. Each activity guide includes a list of further resources.

The 4th NLN Technology Conference Johns Hopkins University Baltimore, Maryland October 29 - November 1, 2009

"I start with a brief explanation of the next concept or topic. I then present the students with a short puzzle or problem incorporating this concept. The students discuss the problem in small groups of 2-4, and then vote using polling hardware or "clickers" similar to TV remotes. After everyone has voted, the results appear on the screen at the front of the class. A well-chosen problem is one for which about 70% of the students get the right answer"

Faculty explains using the 'Peer Instruction' technique promoted by Eric Mazur of Harvard. The technique uses clickers to facilitate active learning in large classes.

Many faculty use EndNote... but did you know about Zotero or CiteULike? These tools might offer more features for you and your students.

This is a great resource. i just sent it out to my graduate students. Some of the critical care journals require MLA style and we have been looking for a software that can help us manage references. I was delighted to see all of the different reference styles supported by some of the software.

Helpful screencast on how to find images for your presentations. Explains Creative commons searching on compfight.com

This screencast may be useful if you plan an activity that requires students to make presentations. Also useful for your class presentations

Thanks Newman, this is great. Something to keep in mind for students and faculty wanting to publish to iTunes University as well. I have seen several podcasts with blacked out scenes because there wasn't permission to show the content or images that was being presented.

A new study reveals that nearly all faculty members use social media -- and most use it to teach....

How are course evaluations handled at your institution? As we look for better assessment and evaluation of our students, perhaps we can look to change how they evaluate us.

John Miller's Blog about nurse education and second life

Import a list of Questions / Answers (or front and back) for flashcards and then print them out. Instrutors could make these available for students. Or, student could make them available for each other.

I really like the use of flashcards especially for undergraduate students. An assignment can be designed in which each student is to do one flashcard for each lecture. As a faculty member, I can collect all of the flash cards and utilize them in class as a learning tool with students.

This toolkit contains resources related to computer and information literacy

This is a fantastic resource that directly relates to the mission of http://www.inet-nurse.org. I feel confident in following the lead of the NLN in preparing technology savvy nurses and nurse educators. One idea was to establish a 'computer drivers license' - check on the site: http://www.icdlus.org/ Looking forward to implementing something like this.

This is a short video that adminstration should look at as it recommends that online courses be developed by a team of 3 and 2 should be content experts. I wonder how often this happens in distance education or for in class on campus courses. Truely a good recommendation to have a quality product. Many first taught online coures are meager at best and faculty should become content experts in an area and allowed to teach the same course over a number of years in order to develop an online course toward the rubric.