Transcript Edwards, Margaret_Presentation_APTs_Innovative

Artistic Pedagogical
Technologies: Innovative
Teaching Strategies for Online
Nursing Education
Margaret Edwards
Beth Perry
Katherine Janzen
Literature Review
• Social Development Theory –Vygotsky
• Social interaction and meaningful
relationships are linked to learning
• Full cognitive development requires social
interaction
Invitational Theory
(Purkey, 1992)
To summon
cordially &
offer
something
of value
4 Elements of Invitational Theory
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Trust – humans are interdependent and
own authorities of best way of being and
becoming
Respect –people are able, valuable and
responsible
Optimism –human potential has no limits
Intentionality - need to deliberately
create and offer invitational environments
Invitational Environments Make a
Positive Difference
• Student anxiety decreased Cook (2005)
• Enhanced culture, improved
academic achievement Stanley, Juhnke, and Purkey,
(2004)
• Enhanced learning environment
for students and teachers Hunter and Smith (2007)
• Enhanced teacher creativity Chant, Moes, and Ross (2009)
• Created a more welcoming
climate - Thompson (2004)
Artistic Pedagogical Technologies
• Artistic Pedagogical
Technologies help to
create invitational
‘classrooms’ online
• Increasing the social
interaction and
meaningful
relationships that
Vygotsky relates to
learning
Artistic
pedagogical
technologies
(APTs) are
arts-based
teaching
strategies.
Jayne McChesney
APTs
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Photovoice
Music
Reflective Poetry
Drama
Crafts: Conceptual
Quilting
• Other visual media:
movies, story telling,
photostory
Photovoice
• Originally a participatory action research
method (Wang & Burris, 1997)
• Purposeful use of selected visual images
with affiliated reflective questions
Example of photovoice
What does this image
teach us about
organizational change?
What
leadership
style would
be most
appropriate in
this situation?
Conceptual Quilting
• Quilt-making requires learners to reflect on
what they have learned, choosing
important “take home” ideas and concepts.
• When quilts are shared with the class,
discussion arises about course concepts.
• The novelty of the array of quilts creates
interest and excitement within the group.
Conceptual Quilt
Lori Whelan
Reflective Poetry
A journey it's been,
Lifetime knowledge I've gained.
Now, to apply it.
Andrea Jewell
Method
• Nurse educators completing an online
master’s course
• Online questionnaire
• Focus Group
Findings
• Trust
• Optimism
• Respect
• Intentionality
Findings: Presentation of activities
• Invite learners
• Describe each activity
• Relate the activity to enhancing student
learning
• Provide support and encouragement
Use of Artistic Pedagogical Technologies:
• increased the quality of interactions
• enhanced the sense of community
• furthered the application of course content
References
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Cook, L. (2005). Inviting teaching behaviors of clinical faculty and nursing
students’ anxiety. Journal of Nursing Education, 44(4), pp.156-161.
Chant, R., Moes, R., and Ross, M. (2009). Curriculum Construction and
Teacher Empowerment: Supporting Invitational Education with a Creative
Problem Solving. Journal of Invitational Theory and Practice, 15, pp. 55-67.
Hunter, M., and Smith, K. (2007). Inviting school success: Invitational
education and the art class. Journal of Invitational Theory and Practice, 13,
pp.8-15.
Purkey, W.W. (1992). An introduction to invitational theory. Journal of
Invitational Theory and Practice, 1, pp. 5-15.
Stanley, P.H., Juhnke, G., and Purkey, W.W. (2004). Using an invitational
theory of practice to create safe and successful schools. Journal of
Counseling and Development, 82(3), pp.302-310.
Thompson, D.R. (2004). Organizational learning in action: Becoming an
inviting school. Journal of invitational theory and practice, 10,pp. 52-72.
Funding provided by the Social Sciences and Humanities Research Council
of Canada
Photos by Maryn Edwards and Otto Mahler.