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Developing Online Learning Resources

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Learning Community Members Jena Root, Dana School of Music Teresa Volsko, Health Professions John Hazy, Criminal Justice Karin Petruska, Accounting Sharon Schoeder, Metro Credit Amy Weaver, Nursing

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Communication Resources

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Teresa A. Volsko, MHHS, RRT, FAARC Assistant Professor, Health Professions Program Director, Respiratory Care and Polysomnography Dominic and Helen Bitonte College of Health and Human Services

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Static Interactive Tutorials Simulation Textbooks Peer-reviewed articles Ventilator training test lungs Clinical simulations Interactive computerized models Human patient simulators More than 56 unique names for modes on 47 different ventilators

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Experience/Expertise Cost Time Resource Utilization Low to No Program Costs Lecture Textbooks/Workbooks Web Based Materials Low to No Program Costs Lecture Textbooks/Workbooks Web Based Materials Moderate to High Costs Computerized Simulations Ventilator Training Test Lungs Human Patient Simulators Moderate to High Costs Computerized Simulations Ventilator Training Test Lungs Human Patient Simulators Training Content Integration Training Content Integration Resource Training Classroom Use Resource Training Classroom Use

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Improve retention Engage Students Develop remediation tools

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Spontaneous Breath Patient controls both the start and stopping of gas delivery from the ventilator 30 -10 1 2 3 4 5 6 7 8 Spontaneous Breaths0 10 20

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Trigger Cycle to start inspiration to stop inspiration 12 3 4 56 SEC 12 3 4 56Paw cmH 2 0 60 -20 120 120 SEC INSP EXH Flow L/min Machine Triggered, Machine Cycled Cycle Trigger

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Enter set mandatory rate here and hit "Enter" Enter Inspiratory Time Here and hit "Enter" Equations

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Calculated values appear

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Resistance pressure/ flow Normal resistance High resistance Syandus, Inc. COPD Educational System

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Compliance = volume/ pressure

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Volume Flow Compliance = volume/ pressure

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Volume Control Ventilation Pressure Control Ventilation

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15 Value for pressure for change in R ## New Value Recalculates Flow does not change

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15 New Value

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Teach differences in PCV and VCV with changes in compliance

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http://www.hamilton- medical.com/ftp/simulation _G5/simulation/hamilton_g 5.html

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AVKV/AV/K Sample37311 Sim group24200 Lecture group13111

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GroupMean Improvement Pre-Post Scores Test Scores 2 weeks post training Simulation10.2 % (+SD 8.7)11.3% (+SD 9.4) Lecture12.97 % (+SD 8.9)3.0% (+SD 6.2) P valuep= 0.628p = 0.40

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Experience/Expertise Cost Time Resource Utilization Low to No Program Costs Animation incorporated into lecture Web Based Materials Low to No Program Costs Animation incorporated into lecture Web Based Materials Training available for web-based materials Material development with Microsoft Office Products Training available for web-based materials Material development with Microsoft Office Products Classroom use Home study Classroom use Home study

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Resources for Research & Statistics: Using Technology to Demystify the Data by John Hazy Dept of Criminal Justice and Forensic Sciences

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Agenda 1.Describe baseline situation 2.Summarize technology involved 3.Present three examples of resources 4.Entertain additional applications

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Pre-BLT (before Fall 2010) Reality Boring Boring Limited Limited Overwhelming Overwhelming Static Static Unused UnusedGoal Exciting Exciting Beneficial Beneficial Doable Doable Dynamic Dynamic Of Use Of Use

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Bottomline on the Baseline Underused Blackboard and before, WebCT Underused Blackboard and before, WebCT Provided students ~ 1 resource per day Provided students ~ 1 resource per day Created no nontraditional resources Created no nontraditional resources Disseminated resources in-class or email Disseminated resources in-class or email Used format of 1-pagers (Word or Excel) Used format of 1-pagers (Word or Excel)

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Technology Used Camtasia : software to make videos ($300) Screencast.com: provides 2 GB of free storage for sharing content

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Thumbnails of the 3 Examples 1.Excel 2 group comparison (t-test) 2.Website Potpourri 3.SPSS Overview

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Additional Possibilities How much can be put into videos? How much can be put into videos? How to assess their effectiveness? How to assess their effectiveness? How else to share videos? How else to share videos?

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Contact Information John Hazy John Hazy Dept of Criminal Justice and Forensic Sciences Dept of Criminal Justice and Forensic Sciences jmhazy@ysu.edu jmhazy@ysu.edu Rm 2089 Cushwa, ext. 1789 Rm 2089 Cushwa, ext. 1789

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Jena* Root, Music Theory Coordinator Dana School of Music Bliss Hall 3149 (330)-941-3371 jroot@ysu.edu *(JEE-nuh)

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Interactive Students actively participate in learning. Ecumenical Seamlessly integrates text, images, and sounds. Efficient All materials are combined into a single file (swf/pdf). User-friendly Much easier to learn than Flash software. Accessible Flash output can be read on any computer.

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Interactive Chord Player Melodic Dictation Exercise Note-Reading Lesson

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