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make a large banner or design image

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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clicker system through smart phones and tablets

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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augmented reality..

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build a lesson

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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simulation paper

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powerpoint tips

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The saying that all PowerPoint developers should keep in mind is, "Just because you can, doesn't mean you should." Almost all software development tools give you amazing features that allow you to create awesome content. But a presentation full of awesome features, animations, colors, and fonts doesn't always make a good presentation. Here are 6 simple things that will improve your presentation and benefit your audience.

1. Font Size and Type:

When presenting keep in mind that your audience is a lot further away from the screen than you were while you were creating the presentation. So to make sure your audience can comprehend what is being presented, never insert text into your presentation that is smaller than 24pt.

Not only does font size help with comprehension, but font type plays a huge factor as well. As a general rule, never use any fonts with serifs (the fancy projection finishing off a stroke of a letter) or any fonts that resemble papyrus (I'm looking at you, high school kids). While these types of fonts may look great close up on a computer screen 17 inches from your face, the same clarity and understanding doesn't translate when you are 15-20 feet away. And to help create a sense of unity within the presentation, never use more than two font types: one for titles and headers, and the other for body text.

2. Labels:

A procedure that may seem mundane and worthless like labeling all your graphs, tables, charts, and etc. makes a huge difference when presenting to an audience. Again, they don't know the content as well as you do and you have to walk your audience by hand through the information. This is especially important when it has to do with the type of content that is generally presented in tables and charts (lots and lots of numbers).

3. Consistent Backgrounds:

When it comes to backgrounds, there is definitely a method to the madness. Good presentations ameliorate content with backgrounds that don't detract from the flow of the presentation. And good presenters will interchange between one or two different backgrounds depending on the information shown on screen. If this is done consistently, you will almost always know what kind of information is being displayed because the presenter defined it through the correlation of the content and the background.

4. Contrast:

This tip goes hand in hand with tip #1 and #3. If you are set on using certain font types and colors in your presentation, make sure that your content is always easy to read after the background images are applied. Always go back through your presentation and locate the trouble spots and mask your text with a darker (or lighter) shape. This will allow you to keep your background selection and create a presentation that is easy to read and digest.

5. High Quality Images:

7 words: Absolutely use nothing that resembles clip art. This will be easier to do now that PowerPoint has drifted away from using it. I don't know how hard I need to try and convince you not to use it, but in case you do like using it, here is a bulleted list of why you should never use clip art in a presentation ever again.

Childish

Overused

Not professional

You can do so much better

Audience won't take you seriously

Etc.

Presenting and presentation is headed to a more simplistic and modern approach to design. Clip art is stepping back into the 90's. You can tell better stories and give better examples by using high quality images. And if royalties and licensing scares you, go to eLearning Brothers and use some of our 2 million royalty free assets! It pays to to look for the perfect image.

6. Duplicate Final Slide:

While perusing the internet this last week I found a rather peculiar tip, it was to duplicate your final slide in its final state (meaning what it would look like without any animations or transitions) so that you never accidentally double click and skip to the black screen of death before it is time. This is such a simple tip that creates a huge safeguard when presenting at prestigious conferences or in front of your CEO.

Whether or not you deliver an effective presentation is decided long before you stand in front of an audience. It is decided during the production of your presentation. So take the time and give the time an awesome presentation deserves. Do you have any tips for creating an awesome presentation that you would like to share? Comment below!

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6 Tips for Creating An Effective PowerPoint Presentation - eLearning Brothers

# data[].attributes.attachment_link.description
The saying that all PowerPoint developers should keep in mind is, "Just because you can, doesn't mean you should." Almost all software development tools give you amazing features that allow you to create awesome content. But a presentation full of awesome features, animations, colors, and fonts doesn't always make a good presentation.

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presentation tips

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publishing in professional journal part 2

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Publishing in professional journals, part II: writing the manuscript. - PubMed - NCBI

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publishing professional jounral part 1

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Publishing in Professional Journals, Part I

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Publishing in professional journals is a challenging and rewarding experience. By sharing their expertise and experiences through journal articles, nurses contribute to the body of literature that ultimately helps improve the health care system, the nursing profession, and care of patients and their families.

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Publishing in Professional Journals, Part I

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Publishing in professional journals is a challenging and rewarding experience. By sharing their expertise and experiences through journal articles, nurses contribute to the body of literature that ultimately helps improve the health care system, the nursing profession, and care of patients and their families.

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periop newsletter

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NLN's Certified Nurse Educator Review - NLN

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Written by expert researchers, educators, and professionals who collaboratively design standards and national certification exams for professional nurses, the CNE Review Book is the definitive guide for faculty pursuing the CNE credential. Based on the revised 2012 practice analysis, this book is an essential text for aspiring certified nurse educators and all nurse educators across the academic spectrum.

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Preparing for the Certified Nurse EducatorCM Examination

Before you begin to study for the Certified Nurse Educator examination, please make sure that you meet the eligibility requirements. The Certified Nurse Educator examination is designed to assess the knowledge one has acquired as a result of engaging in the full scope of the faculty role. To that end, it is recommended that in preparing for this examination, you begin by reviewing the following:

1. The detailed test blueprint (PDF) to identify the content areas that will be on the exam and to determine which areas you should focus your study.

2. The test blueprint (PDF) to understand how each content area is weighted, and to review the percentage of questions that pertain to each area.

3. The recommended reference list (PDF), which provides references specific to each of the content areas. The recommended reference list is provided to serve as a guide and is not intended to be all-inclusive.

4. Sample questions, which can be found on pages 12-13 of the Candidate Handbook. These sample questions are similar to those found on the examination, but do not represent the full range of content or levels of difficulty.

In addition, we have the following resources available for purchase:

1. The Scope of Practice for Academic Nurse Educators developed in 2005 by the National League for Nursing's Certification Governance Committee, and revised in 2012. This document describes academic nursing education as a specialty area and an advanced nursing practice role within professional nursing. The description includes: definition, historical perspective, values and beliefs, theoretical framework, scope of practice, and competencies or standards of practice. To order your copy of The Scope of Practice for Academic Nurse Educators, visit NLN Bookstore.

2. A Self-Assessment Examination (SAE) is an internet-based, 65-item, multiple- choice practice examination and can be considered a learning tool and assessment instrument that is parallel in form to the actual CNE examination. The CNE SAE is a half-length examination that will meet the examination specifications including content outline coverage, percentage of items in each of the content categories and the cognitive complexity item distribution. By taking the SAE, candidates will be able to practice taking CNE-type questions, experience computer based testing, review rationales for correct and incorrect answers and receive a score report to assess strengths and areas for additional study. Note: those who purchase the SAE will be provided online access to this product for 60 days from the date of purchase. Additional Information "

Please make certain that you carefully review the Candidate Handbook for complete information about the Certified Nurse Educator examination.

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Before you begin to study for the Certified Nurse Educator examination, please make sure that you meet the eligibility requirements. The Certified Nurse Educator examination is designed to assess the knowledge one has acquired as a result of engaging in the full scope of the faculty role.

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prep test that can be ordered prior to the certification test

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use this to find NLN certification questions and info

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NSBN simulation study.. for educational dilemma paper

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NSBN simulation study.. for educational dilemma paper

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Capstone teaching plan

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Capstone 5 multiple choice test

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Capstone Class Presentation powerpoint

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Common questions and answers about displaying your credentials in the proper order

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Value and History

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cornerstone documents in healthcare: our history

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The Nursing Code of Ethics: Its Value, Its History

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Academic roles and the formation of personal
academic identities

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Interactive, Free Online Learning Platform
A creation and facilitation service that empowers individual K–12 teachers, college and university instructors and community educators to add a web–based component to their courses.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Purdue OWL reference

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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sign in: jd3274
password- jeff.kayla

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Virtual Simulation Poster

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Make image with hot spots on it... example here

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IV insertion set up by Jeffrey DiGiovanni

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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user friendly platform to record self

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At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

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TechSmith Snagit | Screen capture and screen recorder

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Screen capture and recording software for Windows and Mac. Quickly get images and videos. Start your free trial today!

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Create 1 minute video with pictures. Can talk over pictures during video

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upload video and have question pop up durning certain spots of the video

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PlayPosit | Interactive Video Learning Objects

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With over 5 million learners and counting, PlayPosit offers a variety of options for interaction customization, premade templates, playback control, LMS LTI integration, and more. Instructors and instructional designers can build lessons as they envision them while expanding the traditional and onli

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Can create presentation- visual with zen principles

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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Used to create newspaper article

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

To download your newspaper, use the link at the bottom of the generated image. You can use the images as you wish ie. put them on your own website or blog. Please note, that direct linking to the newspaper clippings doesn't work; the images are deleted from the server after a short time span.

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Make a newspaper clipping with your own headline and story. Surprise friends and colleagues, send a birthday greeting or give your next blog post a special look.

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Can create image with font at the bottom