Transforming Learning with ICT

Right! Now straight onto a new course, EDU5112 Transforming Learning with ICT.  Looking at how we teach using ICT’s and the different pedagogical approaches to enhance learning…So many interesting possibilities just need to find how to make them fit within my context of healthcare and all should be good!


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My DBR Proposal

My DBR Proposal

This design based research proposal forms part of the assessment for the EDU8117 course. For the purposes of assessment my DBR proposal will be focused only on the first two phases of a traditional design based research proposal:

  • Analysis of my teaching context and the problems that I can see that NGL may be able to assist with and then
  • Applying NGL ideas and principles to design some contextually appropriate ways of addressing these problems.

Statement of the problem and context.

Currently Perioperative Nursing Graduate training programs do not utilise the value of collaborative online peer support networks. Traditional context for education and peer group work has been through a five day largely didactic course, with some practical sessions. In these sessions Graduates have the opportunity to come together meet each other, then they are sent out to work alongside preceptors and clinicians in their various hospitals and specialty rotations. Rarely do the graduates have the opportunity to communicate again with the same graduates from the initial training from other hospitals and have limited time to spend with those within their own hospital for peer group meetings and to network ideas and information.


The Perioperative Learning Environment

My Teaching context and what I would like to achieve with the use of NGL

In my education role as a Perioperative Clinical Facilitator and Nurse Educator, within a busy perioperative unit within public hospital system.  My students are either graduates entering the workforce straight from university or transitioning into the perioperative specialty from another area of nursing.  Some students may be from the greater multidisciplinary team or returning after a period of absence from the specialty.  My students are varied adult learners from across the generations and cultures from baby boomers to the Millennials. From Caucasians to Koreans, there are times in training sessions that the cultural diversity matches that of generational diversity.  This diversity within my context is important to consider as it has been suggested that the education trends during a student’s formal education may influence how they learn (Warren, 2012). Warren (2012), highlights some interesting diagrams to reflect the styles of education influence that assists in the understanding of the various needs of learners across theses diverse categories.

What I would like to achieve with Network and Global learning within my context of perioperative education, is to give graduates a place to reflect and share their experiences, knowledge, and clinical experiences.  In addition, it would be beneficial to have a central online area where information resources could be sought after and disseminated to enhance their clinical skills.

A description of the research questions.

The question that I would like answered through this application of NGL:

  • Can NGL be implemented in a Perioperative Graduate Program to provide peer support for the graduate improve patient care outcomes through clinical support, increased learning opportunities and a sense of belonging through shared experiences?

Literature review  

A literature review was conducted to gain a greater understanding of what is already known about the use of NGL in the perioperative graduate environment.  There was little evidence directly related in the current literature, so a less defined yet broader search utilising various key terms and phrases associated with nursing education, graduate peer support, connectivism, web 2.0 for healthcare, nursing education using social media, SAMR model, informatics in nursing education was conducted with greater success.

Valuable information from this review highlighted some findings about Registered Nurses upon completion of their graduate year.  A study by McKenna & Newton (2008), found there were three main themes that graduates felt they were able to achieve after the completion of a graduate program; a sense of belonging, their independence and the ability to move on.  This sense of belonging may be a critical aspect of workplace socialisation and in particular may enable workplace learning to occur as discussed by (Billett 2006; Eraut 2004) in (McKenna & Newton, 2008). There was also the suggestion by McKenna & Newton (2008) that the sense of workplace engagement of the group of graduates in the study, fostered a confidence and supported their growth as independent practitioners.

As suggest by DYESS & PARKER (2012), a viable option to increase a sense of belonging would be to consider different types of collaborative opportunities that could engage newly registered graduates with their peers, and experienced nurses who could provide support through mentoring.

As George Siemens’ (2004) states with reference to the learning theory of connectivism:

“Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.” (Siemens, 2004)

A description of the proposed intervention.

It is evident from the literature that there is potential to utilise NGL to enhance the peer support program for Perioperative Graduate Nurses. The proposed intervention will utilise a company social networking system already in place within the organisation to provide additional peer and mentor support to Perioperative Graduate Program.  As there are already face to face Peer Support parameters built into the graduate program these will still be provided, however after an implementation timeframe there may be capability to have these reduced in both duration and frequency to allow for more clinical learning opportunities to be accessed

The program currently in use is a Microsoft Product called Yammer.  It is designed to offer a wide variety of team collaboration tools to help people to easily connect with others in the organisation. It encourages participants to bring work into the one place, so you can share conversations, collaborate on documents, and work more efficiently.

The perioperative graduate group can be created easily within the context of the program. After creation of the group individual members can then be invited to join without need to wait for external administrators.  With greater familiarisation of the platform they will be able to utilise additional learning and networking features and explore other groups to liaise further afield of the initial group building their network collaborations and possible further opportunities for learning. Some of these benefits are:

  • the platform of Yammer provides an opportunity for the barrier of language to be removed as there are options to translate to a person’s native language
  • Private messages can be sent to an individual or groups to maintain confidentiality
  • Praise buttons, surveys and many more features

The integration will be made simpler as the Yammer platform is already in place in the workplace, there are intranet sites to encourage staff participation and ICT support if there are technology concerns of graduates, peers, mentors or education staff facilitating conversations or learning opportunities.

A Plan for Implementation
In preparation of a plan to implement new technologies the curriculum will be developed utilising the SAMR – TECH Design principles as discussed by (Roberts, 2013).  Roberts, J. (2013) utilised the Substitute Augmentation Modification Redefine Model originally developed by Puentedura, R. (2014) and transformed it into this TECH (Traditional Enhanced Choice Handoff) format that I have further utilised to understand the development of a similar approach for technology implementation for my NGL Proposal.

My Perioperative perception of TECH


To implement these proposed interventions a clear training session and guide for the perioperative graduate nurses and participants expected to be a part of the group, will need to be created. This will ensure that all understand the requirements, benefits and capabilities of the social network.  There will also need to be incentives or expectations developed to encourage regular feedback and use or of the network.

The curriculum will need to consider who will moderate conversations and provide comment and feedback for those that require additional support and assistance.  Decisions will need to be made as to what content will need to be driven and what will be anecdotal.

Further investigation of the expected timeframes that the graduates will need within the social format is still to be researched.

The proposal will need to be approved by the Nursing Director of Education to ensure full governance of the process has been implemented and to reduce communication errors for successful implementation and then communicated to the Nursing and Midwifery Education team to advertise the possibilities and encourage others to implement new technologies for education.  Input for program development and clinical learning opportunities will also be organised through review meetings prior to implementation with the Nurse Unit Manager, Clinical Nurse Consultant and Nursing Director of Surgical Services,

As a facilitator for this proposal I will need to gain a greater understanding of the Yammer program and its full capabilities.  Super users within the graduate group will need to be approached and given opportunity to familiarise with the program. This will be to ensure that the users and group page is set up and ready to go live when implementation date approved

In adopting a different framework for education there are still a number of critical questions

What would be the role of the educator?

The education team would need to well versed and familiar with the program to be used and have some preplanned question, surveys points of interest to share with the Graduate Nurses.  The education team will need to enable access and encourage utilisation through follow-up if participants do not appear engaged

What would be the role of the learner?

The learners’ role will be to utilise the platform as a way finder for information gathering to help gain both clinical and peer support in the new role as a registered nurse.  It will be important for the Graduate Nurse to become engaged with the format to assist them in the acquisition of new clinical and ICT skills and processes needed to build as a Registered Nurse

How would research be conducted?

The research will be conducted through a quantitative and qualitative survey.  Quantitative study of time spent in platform vs benefits of a learning network.  There is also opportunity for data analytics from the Yammer platform.

What would education “look like”?

Education could look like chunks of information delivered after questions raised through the network.  Participants sent web links and resources to help them understand the questions.  Self-directed use of the materials given through Files and notes on Yammer, will take the NGL intervention to the next level of allowing choice and modification of learning materials

Any discussion and learning materials used within this platform will be based upon the guiding principles of Nursing Competency Standards from (Nursing and Midwifery Board ofAustralia, 2015).  They will also have alignment with both National Safety and Quality Health Service Standards (The Australian Commission on Safety and Quality in Health Care, 2006) and be guided by the Australian College of Operating Room Nursing Standards (ACORN, 2015)


In conclusion The Australian National E-Health Strategy (National E-Health and Information Principal Committee , 2008), has identified that a health workforce skilled in information and communication technologies, was a key area for implementing changes that could transform health care delivery.  The implementation of the proposed design based research into the effective use of Yammer to provide a platform for peer networking and to improve collaboration amongst new Perioperative Nurse Graduates is in alignment with the Workforce Development Strategy, which emphasised a need for more creative and effective use of ICT, that would in turn assist and promote the digital literacy of health professionals.

The proposed implementation appears to be resource effective as many of the required components are already in use and will need minimal input to bring to a new workgroup.

The future possibilities for integration of Yammer as a peer support network for the perioperative specialty graduates across the health district is very enticing.  There are many elements of rural perioperative nursing facilities that could also benefit from regular engagement with a metropolitan Nurse educator networks to support learning and clinical practice development.  However further meetings with Perioperative Collectives may instigate even greater opportunities for the uses of Network and global learning technologies that utilise live Webinars, Blogs and telecommunication to meet the changing needs of the ever changing Perioperative environment


ACORN. (2015). Australian College of Operating Room Nurses. Retrieved from

DYESS, S., & PARKER, C. G. (2012). Transition support for the newly licensed nurse: A programme that made a difference. Journal of Nursing Management, 20(5):615-23 .

Jones, D. (2015). Week 9 – Design Based Research. Retrieved from netgl:

McKenna, L., & Newton, J. M. (2008). After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Australian Journal of Advanced Nursing, 9-15.

National E-Health and Information Principal Committee . (2008, September 30). Retrieved from National E-Health Strategy :$File/National%20eHealth%20Strategy%20final.pdf

Nursing and Midwifery Board ofAustralia. (2015, August). Ahpra Nursing and Midwifery Board of Australia. Retrieved from

Puentedura, R. (2014, December 11). SAMR and TPCK: A Hands-On Approach to Classroom Practice. Retrieved from Ruben R. Puentedura’s Weblog ongoing thoughts on education and technology:

Roberts, J. (2013, November 30). Turning SAMR into TECH: What models are good for. Retrieved from Literacy, Technology, Policy, Etc….A Blog:

Siemens, G. (2004, December 12). Connectivism: A Learning Theory For the Digital Age. Retrieved from elearnspace everything elearning.:

The Australian Commission on Safety and Quality in Health Care. (2006). Retrieved from

Warren, I. (2012, June 6). Are learning differences between generations a myth? Retrieved from MicroAssist Technology Wise:

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Peer Review of my Proposal

Image courtesy of

Peer review for the draft of my design based research proposal was very limited due to inability to have a thorough plan prepared in time for completion of Design based proposal.  To elicit assistance my initial plan had been to gain feedback from work peers through our a state-wide nurse educators group and at an educators meeting to prepare for the 2016 graduates. Following from this I would then post further questions to fellow students and lecturer in my course EDU8117 using my blog to develop further educational contexts and possible improvement’s.

At the close of business there has still been no comments or response on the Yammer group page and due to clinical commitments I was unable to attend the previously mentioned meeting and raise my questions in the  planned forum.

To address this I have utilised verbal communication in my quest for support through discussions at informal meetings.  Questions that I searched answers for were:

Is this proposal feasible option to help network our graduates?

  • Would I be expected too much of the graduates to participate in shared networks for learning?
  • How could I keep them participating as an early experiment as this year I did not have full engagement?
  • Could be add to the current curriculum to ensure participation as a requirement?
  • Will this iteration of peer support enhance patient care through ongoing and continual support of the graduate in the social media network of Yammer?

Feedback from the perioperative educator during an informal meeting,  agreed this was a feasible option, however she did have reservations to the personal time that the use of Yammer may require and that I may be expecting too much of them to remain engaged.  On a positive note it was discussed that if it was used it would be a good way for us to be able to remain personally connected with the progress of the graduate as there are many time that we were unable to “catch up with them” in the clinical setting and gain insight for how they are going or time to prepare extra learning materials at the relevant time.

A suggestion from one of this year’s graduates was that they kept forgetting that the Yammer program was there and that they didn’t think about it once they went home.  A suggestion made during this conversation was that if time was allocated did they feel they would be able to share, interact and utilise the Yammer group for networking and support?  They felt this would have made a big difference and may have led to a greater involvement beyond the workplace and into the time that they spent working towards completion of the modules.

Following on from these discussions I did address time constraints as a concern for my DBR in this post – Working hard but no time or energy to blog.  Thankfully I was able to gain some very helpful comments from my course instructor, who helped point me back in the right direction for the literature research as I felt limited in how to find relevant literature for my context of perioperative nursing.  His suggestions expanded my thinking to not be as specific in my search as a generalist health perspective would still meet the needs for the review in the design of my proposal.  The utilisation of Yammer as the networking tool was validated via the comments from both, and  reiterating my findings from this year and that I would need to address the questions – how will you make Yammer worth their time? And, how would you get them over the initial hurdle of using something that’s new – and tech?


These comments and suggestions have been incorporated within my Design Based Proposal soon to follow.

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Interesting resource that may be useful for any teachers out there…

Hi just found this model to help when designing tech for the classroom.  I imagine there are countless others like it out there just thought it looked clean and easy to use.

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Working Hard but no time or energy to blog…

There are times when I wonder how people do it. Busy days at work realm defeat me. When I get home the last thing I feel like doing is spending more time on the computer screen. Is this a possible complication to some future prospects for me and NGL? Time will tell I suppose.
I have been challenged in a decision for my assignment. There appears to be little research in my current occupation on the use of digital networks for education. Research is sadly lacking as to how it can help in perioperative nursing and when I have asked peers or possible subjects (graduates)the usual answer has been when would they get time in work for that. My proposal is to enhance learning through networked peer support utilizing Yammer as a social networking tool that is available both in workplace and via apps on mobile and PC tools. For literature review I will be utilizing research from different context unless I can find suitable literature before pulling paper together.

The need for DBR is evident to help to deliver some evidence based education programs to utilize some of the new and varied technology tools that are readily available. The only challenge is how to encourage others to come on board and try something new?

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How NGL can inform my role as teacher.


My role as a teacher can be better described as Nurse Educator or more recently Clinical Facilitator. The titles over the years may have changed for me, however the process of the role remains the same, to share my knowledge and that of others to those required and willing to learn for the purpose of providing quality health care as Registered Nurses. This knowledge I share is mostly related to the Perioperative nursing setting however I am also passionate about new technology and Health informatics.

For those not in health care, a quick descriptor of Perioperative Nursing from Wikipedia…..

“Perioperative nursing is a nursing specialty that works with patients who are having operative or other invasive procedures. Perioperative nurses work closely with surgeons, anesthesiologist, nurse anesthetists, surgeon’s assistant, surgical technologists, and nurse practitioners. They perform preoperative, intraoperative, and postoperative care primarily in operating theatres, stress test evaluations, cardiac monitoring, vascular monitoring, and health assessments. Perioperative nurses typically have Basic Life Support and Advanced Cardiac Life Support certification.”

Source: Perioperative nursing –

My current passion of Information technology has led me to participate in this Masters of Learning and development Program at USQ, where I am specializing in Online and Distributed Learning. I felt that before I could move forward in my current role as a Nurse Educator I needed to gain a better understanding of 21st century concepts for learning and teaching. The following video can helps to summarise these concepts and assist me visualizing how some of these could be applied for the context of perioperative nursing education.

What role does NGL currently play in that context?

Currently NGL has a limited visual capacity in the health care environment as at first it would appear, however there are many networks at play within this environment that are not easily recognized. Multidisciplinary collaborations for learning, Communities of practice within Nurse Education and quality departments, Microsoft Lync, Yammer, videoconferencing for meetings and conferences, learning webinars are now also being encouraged and made available via our nursing professional and educational bodies. My current workplace has also recently launched a new Learning management that has some great potential for NGL capabilities via forums and webinar lessons.

It is my hope to be able to utilise NGL to help with perioperative education in rural health facilities. This could enhance communication between larger facilities and rural to assist in the provision of more streamlined care. Enabling Perioperative Nurses to have a greater and understanding of procedures not performed frequently will open up opportunities and bring healthcare closer for rural communities. Networked learning platform (yet to be developed) would also be able to be utilised by the Multidisciplinary team and further enhance networks in healthcare.

Review of networked learning and implementation may require a number of processes prior to change. Structures already in place are potentially outdated and may need to incorporate new frameworks and learning theories like Connectivism, as described by (Siemens, 2004) to ensure clear objectives are developed.

My own utilisation of network tools within my current course has been limited, as discussed in this concerned blog, where I realised I had missed quite a number of valuable learning opportunities and comments from others as I was logged out of Diigo. The Connectivist perspective (Downes, 2007) suggests utilisation of practice and reflection for learning (Jones, 2014). So to reflect, I do not feel I have utilised the Diigo tool very consistently to share my learning discoveries. I have found it hard to remember when reading articles to annotate, highlight or sticky note or share. I am not sure of a solution to this other than putting a paper post-it-note-451x400sticky note on my monitor to remind me to sticky note?? I suspect more back tracking is required to fully understand unless anyone has suggestions?

Another valuable and the time saving website- Feedly, a news aggregator application, has been a very useful tool to compile news feeds from the multitude of online sources to explore and Network. This tool will assist to encourage others to utilise to keep up to date with forums and blogs they follow.

As a beginner in this field of networking I know that in time I will improve in this process of sharing knowledge and networking, but as yet this has not occurred enough and will be improved over the following week since reimplementation of my revised PKM. (Jarche, 2011)

To be informed in my role as a teacher, it is has been empowering to gain an understanding that a NGL approach to learning may help to open learning and boost learner autonomy (Downes, 2011). Downes, S. (2011) also suggests that the NGL approach may foster a wider set of competencies associated with a discipline that which can embody wider sets of values, beliefs and ways of observing. For Nursing Education this may be able to enhance theories of Nursing education for the 21st century.

Technical concepts for Nursing education has focused on areas of virtual nursing simulations, using Simulation worlds like Second Life, where technology is used to enhance nursing practice in an online world without undermining the importance of the practical context of the nurse patient relationship (Crouch, 2010). I have not yet explored the value of second life as a NGL tool for nursing however there are some universities that are using Second life to teach as this video from teachernurse, (2011) demonstrates and describes.

With these possibilities for nursing education in mind how do I inform others of the value of NGL?

Solutions may present themselves as I address learning activities from our week 6 readings. The SAMR model (Candace, 2013) has been suggested as a tool to help think about the role that NGL impacts for “me as a teacher”

SAMR stands for Substitution, Augmentation, Modification and Redefinition relating to use of technology in education. Since commencing my Masters of Learning and Development with USQ last December I can think of a number of learning activities that I have engaged in using the SAMR model.

I believe that Networked and Global Learning is a growing process of learning that will inevitably need educators in the workforce to be informed, as younger generations enter the workforce they bring with them these new skill sets of 21st century skills. Bring it on I say it is a whole new world.


Candace. (2013, May 30). SAMR in 120 Seconds. Retrieved from YouTube:

Crouch, S. (2010, November). Nursing Education in the 21st Century:Turning Challenges into Opportunities. Retrieved from South Florida Hospital News and Healthcare Report:

Downes, S. (2011, May 26). The Role of the Educator. Retrieved from The Huffington Post:

Jarche, H. (2011, July 12). Personal Knowledge Mastery. Retrieved from Harold Jarche adapting to perpetual beta:

Jones, D. (2014, August 11). Assessment. Retrieved from An experiment in Newtorked & Global Learning:

Siemens, G. (2004, December 12). Connectivism: A learning Theory for the Digital Age. Retrieved from elearnspace everything elearning:

teachernurse. (2010, September 17). Getting started with Second Life for Nursing Education. Retrieved from YouTube:

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Me as a teacher..

As part of my role as a teacher I will need to consider how I can utilise SAMR to address technology in my organisation

SAMR stands for Substitution, Augmentation, Modification and Redefinition relating to use of technology in education. Since commencing my Masters of Learning and Development with USQ last December I can think of a number of learning activities that I have engaged in using the SAMR model

Substitution -learning materials in digital format rather than paper ie sending assignment via web blogs

Augmentation -making an online video for presentation of assignment

Modification- using blogs to share learning and reflections

Redefinition -using Feedly, blogs and Diigo to share collective thoughts and experiences

When signing up for online learning I had no idea it would be so interactive very happy with the choice I made for my Masters.

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Okay now to bring it all together…

Assignment 1 Due date came and went and thankfully a little extra time has been granted to help bring all the materials together to post three posts that help wrap up our learning from weeks 1-9 in EDU8117.  Reflection has always been a challenge of mine however it seemed a little easier as I was able to refer back to the few blog posts I had written to help guide some of my comments for the assignments.  This process also enable me to gain a greater understanding of where I was going wrong in the learning process.  So points to note for my future self :

  • read all the learning materials
  • follow my PKM
  • blog after each study session to help keep on track
  • Make  more notes and annotation for Diigo to share with others to be better networked
  • don’t give up you will get it eventually
  • Share all that I can in case others are feeling the same.

The last part of Assignment 1- How NGL informs my role as teacher somehow seems to be harder. I suspect due to being so focused on my personal role so far as a student and learner, so now it is time to focus more on how NGL can inform my role as teacher as I read this weeks materials and ready myself for Assignment 2 – Design Based Research proposal.

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About a new Journey July 12th 2015…

please follow this link to incorrectly posted blog –

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Foggy morning foggy brain (reposted from angelawatersblog)

an error when posted placed this post on my other blog page here is link…

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