Author: ProfessorFigment

Parenting, teaching, and learning

I’m taking a Massive Online Open Course (MOOC). I try to take a couple of MOOCs each year. It keeps my mind exploring and it’s interesting to see what people are doing out there. I have started more than I have completed and have explored on two of the major MOOC platforms; I seem to have better luck on edX than I do on Coursera, but I have no good reason for this. Both have topics of interest to me and both are pedagogically similar, with videos, readings, quizzes, and discussion boards. They may have a course project that takes a different shape, and there may be some assignments that are a little different, which is one of the reasons I continue to explore them as much as I do. There are different University players, but that does not seem to be a factor for me; I just looked at the courses I’ve completed over the last two years and all six are from different Universities. But I digress. The point of this post is to talk about how a project idea for the course I am currently taking came about and the connections between learning, teaching, and life are being made.

The MOOC I am currently enrolled in, Body101x, is on the edX platform. It’s full name is “The Body Matters: Why Exercise Makes You Healthy and How to Stay Uninjured.” I figure that title is enough of a description for you. An eclectic mix in my family of activity levels and eating habits combined with my training as a pharmacist and interest in complementary and integrative health science make this topic rather relevant both personally and professionally. The stated goal of the project is “to plan and implement a physical activity promotion program.” The scope is left wide open. It could be a personal plan for oneself or it could be a program developed for a small or large targeted group of people. After seeing the form provided for student use in designing their programs, the teacher in me sees more than the stated goal of the project. I see: 1) to increase activity in someone, somewhere, 2) to increase awareness of the importance of physical activity to people beyond the course participants, 3) to gain knowledge of and loosely apply the scientific method at the level of thinking about program development in a systematic way.

I still have not managed to talk about my project idea, have I?

So there I was, sitting on my couch, watching one of the videos for the course. As often happens when there is a video being watched online, the children come from everywhere, much like cats who have heard the can opener. “What are you watching, Mama?” I explain that it’s a video in a course I’m taking. “What’s the course about?” I talk about physical activity and exercise and how much we are supposed to get, etc., and I say that I have a project to do for the course and I’m trying to decide what to do. “OH, Mama! Can we help you?” Kayleigh and McKenna asked this almost in unison. Before the girls had entered this picture, the scientist in me had already gone down paths of a pre-test post-test control group design in some target group of people with outcome measures and statistics. I took a step back at that moment and considered for a minute how I could use this project to educate the girls at a level they could understand while also meeting the project requirements.

Ready to go with her new Fitbit Flex

Ready to go with her new Fitbit Flex

Long story short (too late)…Pi got a Fitbit Flex for her birthday on March 14th. As I mentioned before, my core family of 5 people all have rather varied eating habits and activity levels, and it has been the topic of discussion in my household lately. Pi is, hands down, the best eater in the family. She has the greatest variety in what she will eat and likes to try new things. But she may be TOO good. Having always been praised for being a “good eater,” she has felt encouraged to go back for seconds and thirds. In conjunction with the fact that she would rather sit and play quietly with her kinetic sand, or modeling clay, or coloring books, rather than ride her bike and run around outside, you can see where this could become problematic. Her desire for a Fitbit, recent conversations about eating and activity in my household, and the timing of her birthday and the project were the perfect storm. My project, then, is more of a personal improvement program than a research study, but for program assessment in “researchy” terms, it will be handled as an n=1 pre-test post-test design. Baseline measurements for activity level are being measured from March 15-26. Activity level is being measured in three ways: number of steps, number of active minutes, and distance (miles). Once we get a baseline average, we will talk about how much we should increase it, and how we might do it, and set a plan that incorporates new daily goals. We will collect data for another 12-14 days after implementation, and compare.

Pi is incredibly excited about this! Informed consent. Check. “I fear that her initial enthusiasm may well skew my baseline data,” I tell my husband with a smirk on my face. But you know what? Her excitement about increasing her activity levels and measuring things and seeing progress is far more important in this context. This is not a giant NIH-funded grant. It’s a crossroads of parenting, teaching, and learning, and I for one am enjoying standing in the intersection.

Reinventing the self. Not really. Maybe just the site. This site, in fact.

This is a long overdue blog post, so I’ll just go with “better late than never.”

via GIPHY

Back in January (did I mention this is long overdue?), I attended part of a workshop in our School of Nursing about e-portfolios. It got me thinking about this website and my general lack of what I would consider to be a formal e-portfolio of any kind. Deciding that perhaps I need some semblance of one, if I am to model these things, I suppose my next project will be a re-imagination of this website. So be on the lookout for changes, additions, and some reorganization in the near future. And thank you in advance for your patience if it looks a mess while it’s all going on. Your comments and suggestions are most welcome as I go through this process. First on my list is to get a CV up. Some people upload or embed a PDF file into their websites, some use the website itself and have pages reminiscent of a resume or CV. Others link to or embed a Google doc. I have not yet decided exactly what I will do but I have had a conversation or two with colleagues and poked around on their sites to see what they do. I’m leaning towards a combination of using the site itself and embedding a Google document.

Zoom zoom zoom?

As part of the Spring 2016 VCU Online Learning Experience (OLE), I participated in a synchronous video chat using Zoom. While it was the first time I used Zoom, it was not my first time using video chat for communication. I have used Google hangouts, appear.in, Facetime, and Skype at the very least. That being said, this post is about video chatting in general, not about Zoom itself.

I don’t really love the synchronous video chat, personally, but come to think of it, I don’t really like talking on the phone, either. Video adds the added “bonus” of seeing oneself on camera, which can be lovely for some, but not so much for others (myself included in that last group). Still, it can be a useful tool for varied situations.

The idea in the OLE here is to introduce possibilities. There are many. Some will resonate more than others with participants. Some will get excited and decide they want to USE EVERYTHING IN THE WORLD BECAUSE THIS IS ALL SO COOL!

via GIPHY

Yes, I might have been that person at one point. The neat thing is the different perspectives that show up. For example, the conversation that I had in my group talked about various uses of video chat, in small groups and in large groups. Some saw it as a useful tool for one-on-one or small group meetings with students but felt that with more than about 4 people, it becomes unruly. Another possible use was that of recording a chat between a few people and posting it. Another took that a step further and said that it was a good way to get a message out to a large group all at once, where maybe only one to three people were actually videoconferencing while the other hundred folks were engaged in back-channel conversation either within the video chat platform or via something like Twitter. The next thing I know, two of them have figured out how to embed Twitter into their Blackboard course sites to create the back-channel conversation within the LMS they’re required to use. A few minutes after we wrapped up our video chat, one of them tweeted a link with the how-to instructions. As my team leader would say, “Connected learning, FTW.”

Introduction for Fall 2015 VCU OLE

Yep, it’s a work-related post. An introduction of sorts…a short one, I promise.

Hi! I’m the Lisa that a few of you have heard about, probably from Jon Becker. I’m considered, at the moment, the “STEM-H Online Learning Innovation Liaison.”  WHAT? I love science, health related or not. My degrees reflect this. I’ve also spent a lot of time teaching, and have always had an interest in education, teaching, and learning. This has put me in the unique position to become the liaison to the medical campus and science departments on the Monroe Park campus here at VCU. I like to bounce ideas around with faculty who teach in basic and health sciences. We reimagine class sessions, topics, or entire courses, whether face-to-face or online. I wrote a short blog post about myself as a teacher, which may provide better insight.

My mascot is Figment, from Journey Into Imagination at Epcot in Walt Disney World (my happy place). He uses words like “imagine, dream, and create.” This morning, he is eyeing my lavender scone as I write this and bounce excitedly on the exercise ball I’m using as an office chair.FigmentandScone

I look forward to working with you all as you we go through this experience and beyond!

Twitterpated?

I was asked about how I tend to use Twitter. Realizing that the spectrum of use is as wide as the great blue ocean, I will consider myself a fairly new tweeter. That being said, I can think of at least six ways that I have used Twitter over the last 16 months since I have started collaborating with the VCUALTLab team:

  1. Lurk and learn
  2. Tweet out blog posts
  3. Narrate (“live tweet”) from an event
  4. Engage in a specific synchronous chat
  5. Remember something someone says
  6. Ask for opinions
Kayleigh Mae sees the Atlantic Ocean for the first time.

Kayleigh Mae sees the Atlantic Ocean for the first time.

The fun thing is, when you use it for a different thing, and that thing clicks, that childlike feeling of excitement happens.

If I were to think about the continuing evolution of my exploration of Twitter, I’d say that I started out with the first thing on my list – the “lurk and learn.” I started using Twitter at work, so I followed all of my colleagues. Some of them have been on Twitter for a while, so I looked to see who else they were following and who followed them, to expand my network to people outside VCU. I found a public figure or two, like the Dalai Lama. I found journals like JAMA and The Lancet. I discovered the FDA and the CDC on Twitter too. My interest in integrative health and complementary/alternative medicine led me to the National Institutes of Health (NIH) and its Center for Complementary & Integrative Health (NCCIH). I searched a few hashtags for personal interests too, like #Disney. I follow Walt Disney World, and my favorite Disney-related podcast, WDW Today. Through my favorite of the podcasters, Len Testa, I started to find more Disney Tweeps  (Twitter+people=Tweeps). I started out lurking. It’s like being at a party and listening to conversations, getting a feel for what people do and how. At some point, I started joining in. I also started tweeting out links to my website when I would post something new.

Of course, there is always live tweeting from an event, whether that event is a conference or a personal journey or trip. Most recently, I have tweeted with #VCUALTfest, which everyone should plan on coming to next May. That is all I will say about that, because that is a separate post waiting to happen. I have found Twitter useful during events like this not only for participating in back-channel conversations and seeing what is happening in other sessions, but also if I hear or see something I want to remember while at these events. It’s like I’m  journaling.  I also often tweet to Jonah Holland (@lewisginter) as I walk through Lewis Ginter Botanical Gardens. She retweets my pictures, often identifying plants, flowers, and critters for me and those who follow her. I had a really fun experience as I was tweeting from Disney World last fall. I had just received a new Magic Band from my husband, and went to Guest Relations to get it activated, and the Cast Member who helped me (Kyle) commented on my e-mail address, and when I told him that Professor Figment was who I was everywhere, he said “OH! I follow you on Twitter!” Of course I followed him back right that second and had a few conversations with him over the rest of my visit.

 During one of my lurk and learn sessions (ok, I was maybe chatting a little bit too), I saw that NCCIH was about to have a live chat. They tweeted out to join them using the hashtag #SupplementChat. I did some lurking, some retweeting, and participated a bit in a discussion about safety and herb-medication interactions. I picked up several new followers during the chat hour and started following a few new people too.

 At some point, I realized that one Twitter stream was not enough for me to keep up with all of this at once. I have found Tweetdeck a useful tool for helping me organize the many conversations at once. I always have a column for the #VCUALTLab tweets, which come not only from my colleagues, but also anyone else in the Twitterverse who uses that hashtag in a tweet. I also have a column for #FOAMed (Free Open Access Meducation). There are a couple of groups that I follow as well. During a live chat like the one mentioned above, I make a new column for use during that chat. I look forward to continuing to expand and refine my network of Tweeps as I continue to engage with the Twitterverse and beyond. I hope you do too! Follow me @ProfFigment. I’ll see you there!

 

TGIF…but how did I let it get here so quickly?

Tenets of Taekwondo

Tenets of Taekwondo

Today is the Friday of Teacher Appreciation Week. Usually during this week, I choose at least a teacher a day and thank them in some way, be it a gift, a note, a meal, or some other way I can show appreciation. So why on earth has it taken me until Friday to do anything at all this week? As I continue to hang out at work with those I affectionately call “edufolk,” (read M.Ed., Ed.D., Ph.D. in Education) I find myself thinking a great deal about myself as a teacher and learner, others as teachers and learners, and teaching and learning in general. One of the realizations I have come to is that I believe that just about every interaction is an opportunity for learning. This also means that just about everyone has an opportunity to be a teacher. I not only want to learn from my students, I expect it. I learn from my children all the time. I learn from their teachers. I learn from my colleagues, my friends, my family, and my own former and current teachers. It would seem, then, that I have entirely too many people to thank. I am indeed appreciative of all the wondrous learning connections I have! That being said, it is also important not to belittle the title of “Teacher.” The capital “T” there is intentional. These are people who have purposely chosen to be conscious in this act of stimulating our minds with new knowledge and perspective. These are people who have dedicated their careers to that process. These are people from whom we likely learn far more than the subject matter at hand. Two current Teachers come immediately to mind. Dr. Dace Svikis, who was not only my post-doc mentor, but also modeled compassion and positivity beyond what I had experienced, I thank you. Grandmaster Phuong, who not only teaches my family martial arts, but also models discipline, kindness, and the Tenets of Taekwondo, I thank you and all of the Koryo family. It is also graduation day for the VCU School of Pharmacy Class of 2015. I have learned a great deal in the time I spent with you both in the classroom and on social media, formally and informally, and for that I am appreciative. It was with the Class of 2015 that I reimagined a course sequence, tried some things out (some worked, some did not, of course), and embarked on a new path in my own career. Thank you for all you have taught me.

This may be the last day of Teacher Appreciation Week 2015, but gratitude for those who Teach us (and also teach us) is not limited to one week. Thank someone for teaching you something. Teach someone something. And absolutely think about a “capital-T Teacher” in your life and let them know what they mean to you.

What kind of teacher am I?

I thought this question worthwhile to answer. Perhaps one day this will become part of a more formalized teaching philosophy, and perhaps the audience to whom it is written will change. For now, however, my stream of consciousness answer will sit here, for my ponderance, for yours, and your comments.

I am the kind of teacher who believes that learning is everywhere. I am the kind of teacher who wants to know what you bring to the table, so you can use it to cultivate new things from new knowledge. I am the kind of teacher who takes your pulse frequently to see if I need to adjust how I’m doing things. I am the kind of teacher who flips things on end to see what things look like from a different angle. I am the kind of teacher who believes that you can learn where the boundaries of a box are from inside or outside of that box. I am the kind of teacher who lives to see the light bulb flash when you make a connection. I am the kind of teacher who is interested in your process, and believes that YOU are the product of your learning. I am the kind of teacher who blurs lines between teaching and learning, because I am the kind of teacher who helps you unpack and examine something, finds myself reorganizing it in a new way for myself too, and suddenly…I am a learner. I am the kind of teacher who expects to learn from you, and for you to teach each other. I am the kind of teacher who wonders…what kind of teacher are you?

Reimagining the biggest course that never happened

In my prior position, I was in charge of implementing a sequence of courses called “Scholarship.” The charge was to instill a culture of scholarly thinking into the PharmD curriculum. I coded that into getting the students to ask questions about how to improve quality of care, services provided, address workflow issues, and to do so in a systematic fashion. The scientific method is not something to fear, and is not reserved for ivory tower researchers. When faced with 140 budding pharmacists, most of whom are aiming themselves at retail pharmacy, this becomes a daunting task. For three years, I implemented what had been previously developed (a sequence of courses spanning three years of the PharmD curriculum), with some tweaks here and there for following years. Eventually, some larger changes were made. This was, after all, a brand new sequence, and would take a while to reach steady state.

It wasn’t working. I was increasingly unhappy with the way the sequence was going, and the students weren’t happy with it either. It felt disjointed and episodic. When you are trying to accomplish something, and what you are doing is not working, you need to change something, right? Sometimes, having a spouse who is outside your field is a useful thing. Mine tends to put me farther out in left field than I thought I could go, to pick me up out of my thought box and make me look at it from the outside. When I feel stuck, that is the time to consider your out-of-the-box left field ideas with a new level of “what if….” From this process was born the biggest course that never happened.

One hundred forty students. Three years. One real project. Start to finish. Let’s do this! Then, let’s start crossing years…they can participate in each other’s projects, add onto them, critique them…then maybe we can partner with other schools to increase the reach, generalizability, sample sizes…let’s take it interprofessional too! You see where this can get out of control very quickly, in a fun and exciting way, right?

I started to implement parts of this where I thought I could do so without rocking the boat TOO much with the sanctioned course sequence. Instead of pulling in disjointed examples for different topics, I reframed things using the same example…the one they were developing. When talking about developing a research question, we did it. Together, as a class of 140, we developed a question. Sure, they had more than one idea, and this led to those who felt strongly defending the question in which they were most interested. Why was it important? Now we are getting into background and significance. How might we approach answering this question? Now we are talking about methodology and reviewing study designs. What are our measurable outcomes? Now we talk about endpoints, operational definitions, levels of measurement. To anyone who has taught or been through a research methods course, none of this sounds particularly novel or interesting. Doing it with 140 budding pharmacy practitioners, however, who are not training to be researchers, this was a fun process.

Before I could really start to make big changes, though, I ended up in my current position, no longer at the helm of this sequence. All this has managed to do, however, is toss my thoughts even further. Considering my new position, you know where this is going. That’s right, online. How would I do this now? There would be a course website. There would be discussion, links, voting…the written assignments, reflective pieces, guided questions I had them write about this process would be blog posts. I wonder what we might crowdsource. I wonder what collaborators I would find. I wonder what knowledge these budding pharmacists (and whoever else ended up in this space) would contribute to the collective intelligence of the…profession of pharmacy…health sciences community…community at large…Universe.

Why I Teach

First things first – I’m participating in Connected Courses – a connected course on connected courses. Yep, you read that right. The assignment is a reflection on the WHY. Why do I teach?

I am working with a colleague of mine to help me formally articulate my teaching philosophy, as he has said I have a very strong one, which I didn’t know. This discovery process is fascinating, enlightening, maddening, and wonderfully messy.

My daughter, Kayleigh, doing some messy learning herself.

My daughter, Kayleigh, doing some messy learning herself.

 

I tackled this reflective assignment first with a brainstorm. I teach for my kids. I teach for fun. I teach to learn. I hope to inspire when I teach. I teach to make connections.

Connections. Between people, concepts, courses, groups, life experience….

One thing I do when I teach is to flip things around. So then I asked myself what I do when I am not teaching or learning. Blank screen, blinking cursor moment. In trying to identify times or places where I am not teaching or learning, I got stuck. I suppose one could argue for sleeping, but some of my crazy dreams would indicate that my brain is certainly processing, and I have definitely awakened to one of those “a-HA!” moments at 3AM. Then the blank screen blinking cursor moment became a spark. In another blog post I wrote a while ago, I talked about how the possibility for teaching and learning is everywhere and in everything. Regardless of who I am with, where I am, and what I am doing, I am involved in teaching and learning. I keep using “teaching” and learning” together because I am finding that these two terms are becoming very fuzzy in my head and not so easy to separate. Perhaps another blog post about that is in order, but I need to chew on it for a bit more. At any rate, I came to the conclusion that I cannot really separate myself from teaching and learning, because it is part of who I am.

I teach because I am.

How’s that for vague?

 

ALS Ice Bucket Challenge

Yep. I did it. I accepted the ALS Ice Bucket Challenge. I considered the many things I had heard about this challenge. The premise originally was to challenge people to dump ice water on their heads OR make a donation to an ALS charity. As things do, it morphed, and I am sure that there are several versions out there now. The one I am seeing over the last couple of days is you dump ice water on your head and make some kind of donation to the ALS Association or you donate at least $100. I’ve seen questions like “what’s the point of this?” “Why wouldn’t I just donate instead?” “How does dumping water on my head cure ALS?” “How is it ok to waste all this water?”

I considered all of these before accepting the challenge. I won’t go into the arguments I had with myself over environmental issues (sprinkler systems on rainy days, sprinkler systems at all, washing machines, dishwashers, showers…slippery slope?). It’s an iceberg, and not at all the point of this challenge. This challenge is about Amyotrophic Lateral Sclerosis, a neurodegenerative disease that is very difficult to diagnose and treat. People with ALS tend to live 2-5 years after diagnosis, with a median survival time of about 39 months. Of course it is variable enough that there are exceptions to this (you know, Stephen Hawking). I have seen and enjoyed many videos of friends, students, colleagues, and celebrities accepting the challenge. I have seen the fun and joy they experience. I have felt the wonderful collective energy and sense of community surrounding it. One colleague of mine stated in his video that for every pharmacy student who likes his video on Facebook, he will donate an extra dollar.

I knew someone with ALS. She had a huge impact on my life, and the news of her death, when I learned it, sent me reeling for a bit. So when my husband accepted his challenge

 

and in turn challenged me, I thought of her. I asked myself some of the questions I mentioned earlier, so that I could own my decision to accept the challenge or not. No, dumping water on my head will not cure ALS. I can give what I can in the way of a monetary donation to help, and clearly every little bit helps, as this viral challenge has raised almost $23 million as of today, according to the ALS Association website. People will see my video on Facebook, and on this site, and I will challenge others, and somewhere in all that, awareness about this disease will be raised. Somewhere, someone will learn something, because I (and countless others) got doused with ice water. That’s kind of cool. Here is the video of my accepting the challenge:

ALS Ice Bucket Challenge

And here is where I challenge three others to do the same.

Professor Figment challenges others

Post script: I posted my video on Facebook before I managed to get this blog post out, and one of the colleagues I challenged has completed the challenge as I constructed this post. He participated with a group of medical students and faculty, who in turn challenged the rest of the medical schools in Virginia.