# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.headline
Framework for Problem-Based Learning in a Simulation Setting

# data[].attributes.subject
Framework for Problem-Based Learning in a Simulation Setting

# data[].attributes.body
Excellent article on using PBL in a simulation.

# data[].attributes.attachment_link.title
Framework for Adopting a Problem-Based Learning Approach in a Simulated Clinical Setting (1)

# data[].attributes.body
This was a simple way to do a voice over. I used it for my self-reflection with Thinglink.

# data[].attributes.attachment_link.title
Online voice recorder. Record you voice online with this free service. - Toolster.net

# data[].attributes.attachment_link.description
On this page you can record your voice online using a webcam or microphone. The record can be then edited and downloaded as an mp3 file. It is absolutely free with no registration required. Online voice recording is done with help of a special Flash application that records sound of your voice to an audio file, which you can edit or listen before downloading.

# data[].attributes.body
Excellent strategy for using visuals to engage the learner.

# data[].attributes.attachment_link.title
Animaker Tutorial : How to create Awesome videos using Animaker

# data[].attributes.body
Good teaching strategy for discussing a serious topic. I used this in my clinical conference on managing the physical risks of restraints.

# data[].attributes.attachment_link.title
Official Voki Tutorial: How to Create and Publish Your Voki

# data[].attributes.body
Many teaching methods to engage learners. Good quick reference tool to make the topic more interactive.

# data[].attributes.attachment_link.description
I’m a teacher. Now what do I do? There are several ways to engage learners in the classroom. Here are a few ideas if you get stuck. Additional resources: ~Mia

# data[].attributes.body
Quick in-class exercises to assess student learning in real time.  Examples:  Muddiest Point,

# data[].attributes.attachment_link.readable_text
Print Version
What Are CATs?

Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

Examples of CATs include the following.

The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students' pre-conceptions.

The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?"

The Muddiest Point is one of the simplest CATs to help assess where students are having difficulties. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?" The term "muddiest" means "most unclear" or "most confusing."

The What's the Principle? CAT is useful in courses requiring problem-solving. After students figure out what type of problem they are dealing with, they often must decide what principle(s) to apply in order to solve the problem. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.

Defining Features Matrix: Prepare a handout with a matrix of three columns and several rows. At the top of the first two columns, list two distinct concepts that have potentially confusing similarities (e.g. hurricanes vs. tornados, Picasso vs. Matisse). In the third column, list the important characteristics of both concepts in no particular order. Give your students the handout and have them use the matrix to identify which characteristics belong to each of the two concepts. Collect their responses, and you'll quickly find out which characteristics are giving your students the most trouble.

Why Should I Use CATs?

CATs can be used to improve the teaching and learning that occurs in a class. More frequent use of CATs can...

Provide just-in-time feedback about the teaching-learning process

Provide information about student learning with less work than traditional assignments (tests, papers, etc.)

Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection

Help students become better monitors of their own learning

Help students feel less anonymous, even in large courses

Provide concrete evidence that the instructor cares about learning

How Should I Use CATs?

Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet student needs. A good strategy for using CATs is the following.

1. Decide what you want to assess about your students' learning from a CAT.

2. Choose a CAT that provides this feedback, is consistent with your teaching style, and can be implemented easily in your class.

3. Explain the purpose of the activity to students, and then conduct it.

4. After class, review the results, determine what they tell you about your students' learning, and decide what changes to make, if any.

5. Let your students know what you learned from the CAT and how you will use this information.

Where Can I Find More CATs?

The standard references on CATs is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993). This book includes 50 CATs, indexed in a variety of useful ways. The book is available at the Center for Teaching library. See its ACORN record for call number and availability.

A number of web sites also feature information on and examples of CATs, including the following.

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

# data[].attributes.attachment_link.description
Print Version What Are CATs? Why Should I Use CATs? How Should I Use CATs? Where Can I Find More CATs? What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

# data[].attributes.body
Summary of definition, incidence and associated risk factors for CLABSI.

# data[].attributes.attachment_link.title
Anatomy of a CLABSI by JACQUELINE GALANTE

# data[].attributes.attachment_link.description
TOUCH this image to discover its story. Image tagging powered by ThingLink

# data[].attributes.body
Reducing the risk of Nurse Educator Liability in the clinical setting

# data[].attributes.attachment_link.title
Legal Issues in Clinical Nursing Education

# data[].attributes.headline
Clinical Evaluation Tools based on QSEN competencies

# data[].attributes.subject
Clinical Evaluation Tools based on QSEN competencies

# data[].attributes.body
Clinical performance Evaluation Tool

# data[].attributes.body
Five principles of positive feedback

# data[].attributes.attachment_link.title
Clinical Teacher Effectiveness | Five Principles of Positive Feedback

# data[].attributes.attachment_link.description
In a clinical practicum course, providing feedback to a student is crucial to their success. This video supports Clinical Teaching Effectiveness using the Five Principles of Positive Feedback: 1. Provide Specific and Precise Feedback 2. Provide Differing Amounts of Feedback and Positive Reinforcement 3. Provide Verbal and Visual Feedback 4.

# data[].attributes.headline
Ten (10) Tips for PowerPoint presentations

# data[].attributes.subject
Ten (10) Tips for PowerPoint presentations

# data[].attributes.body
You Tube tutorial

# data[].attributes.attachment_link.title
Nursing Continuing Education Requirements by State, RN CE - AAACEUs

# data[].attributes.attachment_link.description
Nursing Continuing Education Requirements by State

# data[].attributes.headline
Publishing in a Professional Journal (Part 1)

# data[].attributes.subject
Publishing in a Professional Journal (Part 1)

# data[].attributes.attachment_link.title
Publishing in Professinal Journals Part I

# data[].attributes.headline
Publishing in a Professional Journal(Part II)

# data[].attributes.subject
Publishing in a Professional Journal(Part II)

# data[].attributes.attachment_link.title
Publishing in Professional Journals Part II

# data[].attributes.body
Great instructional video on PBL.

# data[].attributes.attachment_link.title
Problem Based Learning Strategie Video.wmv

# data[].attributes.body
Classroom Assessment Techniques

# data[].attributes.attachment_link.readable_text
Print Version
What Are CATs?

Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

Examples of CATs include the following.

The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students' pre-conceptions.

The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?"

The Muddiest Point is one of the simplest CATs to help assess where students are having difficulties. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?" The term "muddiest" means "most unclear" or "most confusing."

The What's the Principle? CAT is useful in courses requiring problem-solving. After students figure out what type of problem they are dealing with, they often must decide what principle(s) to apply in order to solve the problem. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.

Defining Features Matrix: Prepare a handout with a matrix of three columns and several rows. At the top of the first two columns, list two distinct concepts that have potentially confusing similarities (e.g. hurricanes vs. tornados, Picasso vs. Matisse). In the third column, list the important characteristics of both concepts in no particular order. Give your students the handout and have them use the matrix to identify which characteristics belong to each of the two concepts. Collect their responses, and you'll quickly find out which characteristics are giving your students the most trouble.

Why Should I Use CATs?

CATs can be used to improve the teaching and learning that occurs in a class. More frequent use of CATs can...

Provide just-in-time feedback about the teaching-learning process

Provide information about student learning with less work than traditional assignments (tests, papers, etc.)

Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection

Help students become better monitors of their own learning

Help students feel less anonymous, even in large courses

Provide concrete evidence that the instructor cares about learning

How Should I Use CATs?

Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet student needs. A good strategy for using CATs is the following.

1. Decide what you want to assess about your students' learning from a CAT.

2. Choose a CAT that provides this feedback, is consistent with your teaching style, and can be implemented easily in your class.

3. Explain the purpose of the activity to students, and then conduct it.

4. After class, review the results, determine what they tell you about your students' learning, and decide what changes to make, if any.

5. Let your students know what you learned from the CAT and how you will use this information.

Where Can I Find More CATs?

The standard references on CATs is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993). This book includes 50 CATs, indexed in a variety of useful ways. The book is available at the Center for Teaching library. See its ACORN record for call number and availability.

A number of web sites also feature information on and examples of CATs, including the following.

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

# data[].attributes.attachment_link.description
Print Version What Are CATs? Why Should I Use CATs? How Should I Use CATs? Where Can I Find More CATs? What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

# data[].attributes.body
Screen capture

# data[].attributes.attachment_link.title
Share Ideas Instantly with TechSmith Capture

# data[].attributes.attachment_link.description
TechSmith Capture (formerly Jing) is a simple, free way to capture basic screenshots and screen recordings and share them with others.

# data[].attributes.body
Search for videos on topics that have already been created

# data[].attributes.attachment_link.readable_text
If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

# data[].attributes.attachment_link.description
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.attachment_link.readable_text
Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

# data[].attributes.attachment_link.description
Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

# data[].attributes.attachment_link.title
Writing Good Multiple Choice Test Questions

# data[].attributes.attachment_link.description
by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...

# data[].attributes.body
Create online Survey's

# data[].attributes.attachment_link.readable_text
Looking for targeted responses to your surveys?
Get the responses you need in minutes with SurveyMonkey Audience, our trusted panel of more than 175 million respondents from across the globe.

# data[].attributes.attachment_link.title
SurveyMonkey: The World's Most Popular Free Online Survey Tool

# data[].attributes.attachment_link.description
Use SurveyMonkey to drive your business forward by using our free online survey and forms tool to capture the voices and opinions of the people who matter most to you.

# data[].attributes.attachment_link.title
Flip is a video discussion and sharing app, free from Microsoft.

# data[].attributes.attachment_link.description
Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

# data[].attributes.body
Streamlining unit-based education

# data[].attributes.headline
QSEN - Peer-reviewed teaching strategies

# data[].attributes.subject
QSEN - Peer-reviewed teaching strategies

# data[].attributes.body
Over 100 teaching strategies

# data[].attributes.attachment_link.readable_text
Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

# data[].attributes.attachment_link.description
Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

# data[].attributes.body
National Council State Boards of Nursing - TTP outline of modules for new graduates

# data[].attributes.body
Clinical Model for teaching - Nurse Education in Practice

# data[].attributes.body
You tube video explaining concept mapping

# data[].attributes.body
Used in healthcare organizations - orientation

# data[].attributes.attachment_link.title
What Are QSEN Competencies and Why Are They Important for Nurses? | Rasmussen College

# data[].attributes.attachment_link.description
QSEN competencies are arguably one of the most important concepts in the nursing field. If you have hopes of succeeding as a nurse, you're going to need to have a solid understanding of QSEN. Let us help get you up to speed.

# data[].attributes.headline
QI Project to increase knowledge of QSEN

# data[].attributes.subject
QI Project to increase knowledge of QSEN

# data[].attributes.body
Good Catch Program and student designed simulation experiences

# data[].attributes.body
Gaming strategy - Jeopardy quiz games

# data[].attributes.attachment_link.readable_text
For Remote or In-Person Classrooms

Factile is a free learning platform that lets teachers create engaging jeopardy-style quiz games for the remote or in-person classroom

Assess students' understanding of new topics or review the latest concepts using our simple, user-friendly gameboard template. Create and share your games with students, or search our database of already-created games. Use Factile with Google Classroom to easily assign games and flashcards to your class.
Play Demo Game

Four Team Review Games
Play in classroom or remote with Buzzer Mode

Two Individual Study Games
Self-paced learning in classroom or remote

Buzzer Mode

Buzzer Mode

Turn phones, tablets or computers into buzzer buttons for an engaging multi-player gameshow experience

"Factile is fun and exciting. Students enjoy the competition, the team-building, the camaradarie, the positive reinforcement, or all of the above. The standard, free version is very workable and click-driven, although I am sure the premium version contains greater functionality that may appeal to some folks. Your students will enjoy it as much as you enjoy watching them learn"

Bruce DuBoff AASL Best Websites for Teaching and Learning Committee Member

See more reviews

Are you looking to make your Factile game even more engaging? Let students BUZZ IN via their laptops, phones or tablets! Remote or In-Classroom.

Send a link to your participants and they can play at any time on their own

Create custom games

Share games

Play the many public games

Multi-language support
(English, German, French, Italian, Spanish, Chinese, Arabic)

...and much more

Buzzer Mode for Remote or in-classroom

Flashcards, Choice and Memory Games

Add Images, Videos and Equations

Print Answer Keys and Quizzes

Unlimited Games and 100 Teams

Double Jeopardy and Daily Double

Interactive Choice

Quiz-Bowl

...and much more

Home/School features

Add up to 3 Images in Question/Answer

Multi-Member Teams up to 3 Players Per Team

Question Bank Up to 3

...and much more

Home/School Plus Features

Private games

Customize with your Logo

Remote View Gameboard Screen Sharing

Question Bank Up to 10

Multimember Teams for Buzzer Mode

Verification of Training Completion

...and much more

* All amounts are in USD.

What are you waiting for?

Sign up now to create your free game!

Get Started

For Remote or In-Person Classrooms

# data[].attributes.attachment_link.title
Classroom Jeopardy Review Game | Buzzer Mode | Factile

# data[].attributes.attachment_link.description
Create your own Jeopardy template online without PowerPoint, or browse the pre-made templates to play Jeopardy-style classroom games or quizzes in minutes.

# data[].attributes.body
Engage the learner during hospital-wide and clinical orientation

# data[].attributes.attachment_link.title
How to create polls using Poll Everywhere

# data[].attributes.attachment_link.description
Poll Everywhere powers interactive meetings, classes, and events across the globe. Create a dialogue with the audience-using nothing more than the smartphones in their pockets-with stunning word clouds, insightful Q&As, even clickable images.

# data[].attributes.body
Adding audio to PowerPoints

# data[].attributes.body
Interactive games teaching Joint Commission preparation

# data[].attributes.body
Keeping the audience interested

# data[].attributes.attachment_link.readable_text
This post contains Amazon Affiliate and Bookshop.org links. When you make a purchase through these links,
Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.
You probably think your PowerPoints are pretty good.
I definitely thought mine were. I knew what bad PowerPoints looked like: Too many words packed onto each slide. Transitions that were too swirly, sparkly, checkerboardy. No consistency in fonts or colors.

Mine were nothing like that.

So when I first came across Garr Reynolds' book Presentation Zen, my attitude could only be described as smug: I expected it to tell me I was doing everything exactly right, with a few minor tips for improvement. That notion lasted three minutes. After skimming a few pages of the book, I knew my slides were about to change forever. (Links to the book: Bookshop.org | Amazon | What's the difference?)

If you work in education, presentation is a daily thing for you. And if you're presenting, you're probably using either PowerPoint or Keynote as a backdrop. You see slideshows in meetings, at professional development workshops, at conferences. They're everywhere, and they're almost all terrible. That's why we all need this book.

The mission of Presentation Zen is simple: to rid the world of bad PowerPoint. And "bad" goes beyond aesthetics. Although you'll definitely be pushed toward cleaner, more sophisticated design, the book's message is bigger: Our presentations - our lessons - are boring. We take material that once stirred us so much we built a career on it, and we reduce it to dry, uninspired text, effectively sucking the soul right out of it. And when we present, we compound the problem: Instead of talking directly to our audience like human beings, we read straight from those soul-sucking slides.

As soon as I started reading this book, I seriously couldn't wait to get my hands on my slides. It was like a light switch going off in my brain. And I want that switch to go on in classrooms all over the world. The book does a brilliant job of explaining and illustrating its principles, but I'll summarize the Presentation Zen approach here:

Limit text on slides: Your slides are meant to supplement your talk, not provide all the content. If you stick to just a few words per slide - the most important ones - you'll be forced to speak to your audience, which will be so much more engaging for them. The finer details can be provided on a handout at the end of the presentation; in a school setting, they may be assigned as reading. If your initial presentation is powerful enough, students will be more motivated to do the reading.

Make it visual: Images are incredibly powerful for making a point and strengthening cognitive processing. Anytime you can represent an idea visually, rather than just in text, your slides will actually be helping your students remember the concepts better. (In this TEDx Talk, Presentation Zen author Garr Reynolds illustrates this idea beautifully.)

Tell a story: Your overall message will stick much better if it's told as a story. This may be challenging at first, but once you make the decision to find the story in the content, you may be surprised. History is obviously loaded with narratives - captivate your students with one gripping personal account of a specific event before giving them all the dates and major players of that era. Science may at first seem to be all about the facts, but behind every fact is a tale of discovery (What was the world like before penicillin?), or one of impact (What do we learn about groundwater from the legal battles of Erin Brockovich?). In health class, tell the story of one girl whose life was changed by a teen pregnancy before introducing the RealCare Baby assignment. In math, begin a unit on statistics with the story of how a company was able to fool its customers with clever manipulation of numbers. You may not be able to do it every time, for every lesson, but with practice, you'll become more adept at framing your content inside stories.

Making the switch can be time-consuming at first. If you have a year's worth of lectures already created in the "original" style of PowerPoint, the thought of revamping all of them could overwhelm you.

So start small. Pick one presentation that's planned for later this year that you feel passionate about, do a "save as" with a new name, and start messing around with the PowerPoint. Begin by stripping as much text as you can: Challenge yourself to represent the same idea in fewer words, knowing you'll do the explaining in person, and pull the specific details into a separate handout. Then see if you can convert more of the text to visuals: Even using the SmartArt feature to arrange concepts into graphic organizers can represent their relationships better than a list of bullet points. Finally, consider switching from the template you're using to a clean, blank one, and add images that further illustrate your concepts. If you are working in social studies or science, the images available to you are incredibly rich - fill a whole slide with one of these and see how differently it grabs your students.

There really is no substitute for reading the actual book , which is engaging and beautifully designed, but in case you're still not convinced, I created this video showing a before and after of one of my old PowerPoint slides, to give you a clearer picture of the Presentation Zen approach:

Considering how much time we spend looking at bad PowerPoints, the world would definitely be a better place if more people read this book. Not only will we spend less time fighting sleep in classrooms and conference rooms, but we'll have more of the joy that comes with sharing our passions, the real joy of learning. ♥

Stick around.
Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

# data[].attributes.attachment_link.title
The Cure for Bad PowerPoint: A Review of Presentation Zen

# data[].attributes.attachment_link.description
This post contains Amazon Affiliate and Bookshop.org links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you. You probably think your PowerPoints are pretty good. I definitely thought mine were.

# data[].attributes.body
Infographic

# data[].attributes.attachment_link.readable_text
Knewton released an infographic called "The Flipped Classroom" that explores how educators are reorganizing the classroom to deliver instruction online, outside of class and using class time for "homework."

The infographic takes a close look at educational technology and activity learning as new, effective learning models that are driven by historically poor learning models and a prevalence of new technology resources like educational videos. According to pilots of the new model, student achievement increased and discipline cases decreased. View the infographic below:

# data[].attributes.attachment_link.title
Infographic: The Flipped Classroom By Knewton | Getting Smart

# data[].attributes.attachment_link.description
Knewton released an infographic called "The Flipped Classroom" that explores how educators are reorganizing the classroom to deliver instruction online, outside of class and using class time for "homework." The infographic takes a close look at educational technology and activity learning as new, effective learning models that are driven by historically poor learning models and a prevalence of new technology resources like educational videos.

# data[].attributes.body
Stimulating critical thinking through interactive teaching strategies.

# data[].attributes.headline
NAHQ CEO discusses quality driven healthcare 

# data[].attributes.subject
NAHQ CEO discusses quality driven healthcare 

# data[].attributes.body
Teaching strategy for the Medical Executive Committee and Governing Board to emphasize the role that the Quality Department serves in high quality healthcare delivery services and "A" performing hospitals.

# data[].attributes.attachment_link.description
Stephanie Mercado, NAHQ CEO and Executive Director discusses Quality Driven Healthcare during her opening plenary at the 2018 NAHQ Next conference.

# data[].attributes.headline
National Association for Healthcare Quality

# data[].attributes.subject
National Association for Healthcare Quality

# data[].attributes.body
Sole organization dedicated to the advancement of the  healthcare quality professional.

# data[].attributes.attachment_link.title
National Association for Healthcare Quality (NAHQ)

# data[].attributes.attachment_link.description
NAHQ is the only organization dedicated to serving the healthcare quality profession. We teach, certify, and define the profession of healthcare quality.

# data[].attributes.headline
QSEN Institute - Peer reviewed teaching strategies

# data[].attributes.subject
QSEN Institute - Peer reviewed teaching strategies

# data[].attributes.body
Lessons centered on QSEN core competencies.  Blind peer reviews conducted by a volunteer QSEN Teaching Strategy Reviewer.

# data[].attributes.attachment_link.readable_text
Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

# data[].attributes.attachment_link.description
Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

# data[].attributes.headline
 Peer reviewed teaching strategy on QSEN website. 

# data[].attributes.subject
 Peer reviewed teaching strategy on QSEN website. 

# data[].attributes.body
Professor Merriam discussed utilization of reflection in an interactive virtual environment.

# data[].attributes.attachment_link.readable_text
Submitter Information

Author: Deborah Merriam, DNS, RN CNE
Title: Assistant professor
Institution: Daemen College
Email: dmerriam@daemen.edu
Coauthors: Amanda Cody, Jacob Fisher, Patricia Nirelli

Competency Category(s)
Quality Improvement, Safety

Learner Level(s)
New Graduates/Transition to Practice, RN to BSN

Strategy Type
Online or Web-based Modules
Learning Objectives
1. Reflect on quality management principles in practice.
2. Reflect on systems thinking principles in practice
3. Apply systems thinking principles to professional practice
4. Apply transformational leadership principles to professional practice
QSEN KSAs
Quality Improvement
Knowledge: Describe approaches for changing processes of care
Attitude: Appreciate the value of what individuals and teams can to do to improve care

Safety
Knowledge: Delineate general categories of errors and hazards in care
Skills: Communicate observations or concerns related to hazards and errors to patients, families and the health care team
Attitude: Value own role in preventing errors
Strategy Overview
Leadership to use Systems Thinking was developed through a collaborative think tank project where graduate nursing students identified key competencies related to leadership and quality improvement, including systems thinking. Scripts were written, recorded and uploaded to the web site. The virtual clinical learning experience is interactive, allowing participants to apply principles as they progress through the unfolding case study. Participants are able to witness team huddles and principles of transformative leadership and systems thinking in action. Participants then write a reflection that allows for debriefing of the scenario and consideration of how these principles could be applied in their practice.
Submitted Materials A-Virtual-Clinical-Learning-Experience-Reflection-using-Transformational-Leadership-and-Systems-Thinking-4-2-1.docx Additional Materials
Assignment guidelines for Leadership to Use Systems Thinking: A Virtual Clinical Learning Reflection including rubric.
Evaluation Description
After completion of the virtual clinical learning experience, students are asked to complete a reflection where they identify and apply the principles of transformative leadership and systems thinking. A rubric is used to evaluate the students reflection.

# data[].attributes.attachment_link.title
A Virtual Clinical Learning Experience/Reflection using Transformational Leadership and Systems Thinking

# data[].attributes.attachment_link.description
Author: Deborah Merriam, DNS, RN CNE Title: Assistant professor Institution: Daemen College Email: dmerriam@daemen.edu Coauthors: Amanda Cody, Jacob Fisher, Patricia Nirelli Competency Category(s) Quality Improvement, Safety Learner Level(s) New Graduates/Transition to Practice, RN to BSN Strategy Type Online or Web-based Modules Learning Objectives 1. Reflect on quality management principles in practice.

# data[].attributes.body
Promotes systems thinking through an evolving case study, and you tube videos.

# data[].attributes.attachment_link.readable_text
Welcome to virtual cli nical learning! This collaborative think tank experience, " Leadership to Use Systems Thinking", explores leadership, system thinking, and quality improvement in an unfolding case study. The objectives for this virtual learning experience are to:

Recognize leadership behaviors that promote change within the nursing profession.

Reflect on quality management principles in practice.

Examine one's own ability to assume a leadership role within their scope of professional nursing practice.

Utilize quality improvement principles in patient care.

Please join us in a journey together as we view brief video clips and listen in on this unfolding scenario. Let's start with an introduction of the team members and their roles.

Disclaimer

The leadRNme program was developed with funding through Daemen College's Think Tank Program. Leadership and guidance throughout the development and implementation of the software was with the assistance of the Thesis Chair Dr. Deborah Merriam. Think Tank team members would like to thank Dr. Michael Berta for his professional guidance in the selection of WordPress as a host site as well as his assistance throughout the process and Mr. Emil Goranov for assistance with filming and editing of scenes.

Project Contact Information: Deborah Merriam- dmerriam@daemen.edu; Amanda Cody- acody@daemen.edu; Jacob Fisher- fisherj@trocaire.edu; Patricia Nirelli- nirellip@trocaire.edu

# data[].attributes.attachment_link.description
Welcome to virtual clinical learning! This collaborative think tank experience, " Leadership to Use Systems Thinking ", explores leadership, system thinking, and quality improvement in an unfolding case study. The objectives for this virtual learning experience are to: Recognize leadership behaviors that promote change within the nursing profession.

# data[].attributes.body
Interactive strategies expanding on the concept of the flipped classroom

# data[].attributes.attachment_link.readable_text
Key Takeaways

However popular it might be, the nearly decade-old flipped classroom concept has proven a tepid alternative to face-to-face teaching.

The time is now ripe to flip the flipped classroom in favor of a new model that preserves the power of the in-class lecture, while incorporating technology and activities as a support rather than a substitute.

Video plays a key role in this new model as a tool for offering personalized, targeted feedback to students on individual and group assignments.

The flipped classroom model of teaching has been popular among educators around the world for about a decade, thanks both to faculty experimentation and the tremendous success of organizations such as Khan Academy, which make instructional videos available for teachers and students. This flipped model is built around recording lectures for consumption outside of class, with classroom time devoted to discussion and activities. The approach has been touted as transformative and disruptive to education as usual.

However, I do not see evidence of this model causing serious disruption to education. The model is not a strong alternative to face-to-face teaching, as online teaching sometimes is; further, those who claim to have "flipped" their classrooms are sometimes masquerading a blended learning experience as a flipped class.

It is time to flip the flipped classroom model, not in favor of a nostalgic return to teaching models of old, but rather in favor of a new model.

A New Model

This new model will focus on reinforcing classroom lectures with technology and active learning techniques, while individualizing student feedback in innovative ways.

Active Lectures

Good lectures should be restored and reinforced rather than replaced by video lectures. The flipped classroom started with the misperception that lecturing is ineffective and unappreciated. However, lecturing per se is rarely the problem, as Molly Worthen pointed out in her New York Times article. ¹

Bad lectures contribute to poor learning. Bad lectures are boring; bad lectures lack meaning and purpose; bad lectures lack understanding of students; and bad lectures are disconnected from learning objectives and assessments. If teachers lack interest in or insight into students and the learning process, introducing so-called active learning activities simply replaces boredom with chaos, making good old lecturing a relief in retrospect.

In addition to failing to understand the value of lectures, the flipped classroom fails to appeal to the intrinsic motivation of faculty members. Why would they forego their own live lecturing? Why would they spend time producing videos as if they were trained by Hollywood instead of Harvard? Why would they spend time adding "active learning" tricks if they know what makes or breaks a class?

In the flipped classroom model, teachers use class time for group work or active learning activities based on the rationale that doing so lets them give more individualized and immediate feedback to students. That does not always happen, however, as teachers cannot split themselves to give individualized attention to all groups or all individuals.

The good intention of individualized attention must face the harsh realities of limited teacher capacity; otherwise, what starts as active learning may dissolve into organized chaos, especially when group work is involved and students begin working together before they have gained a basic understanding of the material - thus becoming the blind leading the blind. Students' individual needs remain unmet in the wake of such experiences. Going home to watch generic lecture videos does not provide remediation, as such videos may not be produced to address individual issues.

Instead of restoring the practice of teachers talking during the entire class period, professors should intentionally incorporate what James Lang called "small teaching" techniques in the lecturing process. For instance, they might build into that process retrieving, predicting, and self-explaining activities. ² Further, faculty members can learn from each other about effective lecturing practices.

At Abilene Christian University (ACU), we appreciate good lectures and started a lunchtime series called My Best Lecture, in which we invite professors, usually rated highly by students, to give their favorite lecture to demonstrate their approach to fellow professors. My Best Lecture is one of our most popular faculty development programs. Teachers love to see each other lecture. It is an old art, but one that still has room for improvement. As our series has made clear, good lectures incorporate connections to prior learning, presentation of new content, questions and answers, verbal and physical cues, instructional humor, and many other components appreciated by students and faculty alike. That is, good lectures include components of active learning that the flipped classroom model is meant to promote. Rebecca Hunter, for example, an associate professor of biology at Abilene Christian University, uses rich presentation tools and artifacts in her lectures (figure 1).

Figure 1. Biology professor Rebecca Hunter presenting at a My Best Lecture session

Many useful technologies can guide professors and students. For instance, teachers can use Padlet - a virtual wall to post content without having to sign up - to gather quick feedback from students. Cassandra Sachar from Bloomsburg University recommends using quick polling and interaction apps such as Kahoots and sli.do during class to promote active lecturing. ³ However, professors need not rely on "killer apps" for active learning activities; to gather feedback from students, Google Docs and discussion boards can be equally effective.

Video Feedback, Not Video Lectures

Instead of trying to replace lectures with videos, teachers can replace text-based feedback with video feedback. Students can complete their work individually or in groups before or after classes. Teachers can then give them feedback by recording "quick and dirty" (focus on "quick") videos commenting on their individual or group work. That is, rather than producing polished instructional videos to replace a lecture, teachers can produce informal videos to give individual feedback to students.

Videos, especially screencast videos, let teachers personalize their feedback to individual students in an environment where the teachers feel comfortable, whether their offices, studios, or even back yards. Teachers should nonetheless aim for the best possible lighting and sound, so students do not have to strain while watching videos that are barely audible or seem to have been shot in a cave. Being able to choose the location lets teachers relax, and the production is not nearly as stressful as producing reusable lecture videos.

Instructors can use such videos to give quick feedback, work through problems, explain graphics or diagrams, or elaborate on structures. Tools such as Camtasia, Jing, Screencast-o-matic, Quicktime, Explain Everything, or Showme are all fairly easy to use for producing short feedback videos. Substantial research has proven this "veedback" (for video feedback) approach to be both effective and popular among students. Indeed, learning management systems (LMSs) such as Canvas now allow teachers to comment with media rather than text alone. Instructors can simply record media comments and then upload them to their LMS, or record a short media comment using the LMS's own media tools. In figure 2, Tracy Spencer, adjunct professor of education at ACU, uses video to give feedback on a student's assignment. In figure 3, Vic McCracken, associate professor of Bible, missions, and ministry at ACU, uses video to offer feedback on student discussions.

Figure 2. Tracy Spencer using video to give feedback on an assignment

Figure 3. Vic McCracken using video to offer feedback on discussions

Using videos for feedback will also save teachers time. Offering comments verbally in a video is faster than typing, letting instructors say more in the same amount of time. When grading assignments, try talking to the students during the video - address them by name, give specific suggestions, offer encouragement or confirmation, and guide them toward a better draft. While talking-head videos are taboo in online lecturing, I have found that students do not mind a talking head if the head is addressing them directly. That said, if you need to demonstrate something on the screen, it is better to produce screencast videos capturing screen activities as you narrate.

Concluding Thoughts

I have seen many of our professors' video feedback sessions; sometimes they include unexpected interruptions, such as children, ringing phones, or the family dog wandering into the frame. Sometimes I hear the sound of dinner being prepared or a lawn being mowed in the background. So what? Teachers are human, too, and students will appreciate the richness of their lives. Let your teachers offer video feedback that is casual and authentic. Let them focus on content, rather than fancy transitions and eye-candy effects. And, when they return to the classroom, allow them to be the sage on stage - just the way they, and students, like it.

Notes

1. James M. Lang, Small Teaching: Everyday Lessons from the Science of Learning, Jossey-Bass, 2016.

2. Molly Worthen, "Lecture Me. Really," New York Times, October 17, 2015.

3. Cassandra O'Sullivan Sachar, "I'm in 'Kahoots' with Technology in the Classroom," Faculty Focus, July 31, 2017.

Berlin Fang is director of Instructional Design, Walter H. Adams Center for Teaching Excellence, Abilene Christian University.

# data[].attributes.attachment_link.description
However popular it might be, the nearly decade-old flipped classroom concept has proven a tepid alternative to face-to-face teaching. The time is now ripe to flip the flipped classroom in favor of a new model that preserves the power of the in-class lecture, while incorporating technology and activities as a support rather than a substitute.