TROCKY OMDE 610 9040 (2138) ASSIGNMENT 2

Doctorial nursing students developing mind maps use the cognitivist learning theory to master the concept of organizational complexity. The Doctor of Nursing Practice (DNP) program is fully online using Blackboard Course Management System as the e-learning platform (Blackboard, 2013). Complex adaptive theory is the primary theory taught in the DNP program. Graduates of the DNP program must be able to effectively explain and evaluate complexity from the organizational perspective (American Association of Colleges of Nursing, 2006). The majority of the students enrolled in the program have never constructed a mind map. However, the first DNP class requires students to develop a mind map depicting an issue within their work place. A lesson plan describing a 60-minute instructional session teaching DNP students how to construct a mind map within Blackboard (Bb) Collaborate addresses this need. A brief explanation of cognitivist learning theory is provided. The role of technology to facilitate learning is explained. A lesson plan and rubric are included. Cognitivist Learning Theory Cognitivist learning theory explains how learners acquire information and the process employed to generate new knowledge (Harasim, 2012, p. 47). Learning involves developing, linking and relating associated ideas and concepts. Students are engaged facilitating behavior change and attainment of one or more learning outcomes. Learning is not a static event but rather an ongoing and iterative process (Emporia State University, 2013). Learners are energized participants as they receive, shift, realign, and retrieve information to gain mastery of new knowledge, skills, or attitudes (McLeod, n.d.). The cognitivist theory aligns with the mind map lesson because the process and outcome requires cognitive information processing (Harasim, 2012, p. 48). To support this lesson, instructional design strategies and technology must be considered.

TROCKY OMDE 610 9040 (2138) ASSIGNMENT 2 Instructional Design and Technology

Computer-mediated communication and technology are essential elements of online learning (Sangra, Guardia, & Gonzalez-Sanmamed, 2007). The internet and Bb course management system offers educators the opportunity to enhance instructional strategies harnessing interactive to support a partially didactic teaching strategy. Blackboard Collaborate web conferencing is an interactive media allowing participants and facilitator to share applications, communicate via interactive white board, pictures or text, and develop two-way conversations using voice and video streaming capabilities (Blackboard, Inc. 2013). An online community is created and learning becomes a social process. Buckley and Rietschel (2012) explain that web conferencing in online courses facilitates teaching content, creates a strong social presence among instructors and learners, and encourages student engagement through interactive activities. Web conferencing and synchronous interactions are valued by students and stimulate active learning when a pedagogical framework supports the learning environment and links the instructional strategies the learning outcomes (Goodyear, 2005). Integrating computer-mediated synchronous web conferencing facilitates the instructor to co-construct knowledge with the learners, establish an on line sense of community, and offers a method to evaluate student learning (Bower & Hedberg, 2010). Web conferencing using Bb Collaborate are web 2.0 technologies known to DNP faculty and students. Using Bb Collaborate to teach students how to develop a mind map seems an appropriate and realistic instructional strategy for this course. Plan and Assessment The purposed lesson plan is a communication tool (Saunders, 2003) and identifies the goal of the session, the content taught, instructional strategies used, and assessment methods

TROCKY OMDE 610 9040 (2138) ASSIGNMENT 2

employed (see attached lesson plan). Since instructors have not taught mind maps, a lesson plan imperative for these student at this time. Managing and directing change within a complex healthcare system is a core competency of a DNP prepared nurse (American Association of Colleges of Nursing, 2006). Mind maps are one method to convey complexity. Mind maps are a picture. Creating a complete and comprehensive mind map requires higher cognitive skills, analysis and evaluation, to collect, and then bundle and link interrelated elements around a key concept (Swan, 2010; Zipp, Maher, & DAntoni, 2009). Mind maps are used in higher education to develop critical thinking skills and support active learning where students learn by doing (Mento, Martinelle, & Jones, 1999). As an assignment, mind maps support adult learning by associating problem based application to relevancy for the student (Mullen, Fish, & Hutinger, 2010). A suggested rubric to grade the students mind map assignment is included (see rubric). Conclusion The cognitivist learning theory guides teaching methods and instructional strategies in the DNP online course. This theory holds that the instructor leads the learning process and students are to assimilate what is taught (Harasim, 2012, p. 58). This is appropriate for a week 1 activity. Learning the basics of a simple mind map will support the DNP students ability to construct complex maps demonstrating higher cognitive skills in this course. More importantly, developing mastery at the beginning of the DNP program will assure each student attains the stated end of program objectives. Students interact with instructors and peers using Bb Collaborate and web 2.0 technologies help them develop an ability construct and deconstruct complex issues no matter the subject. A cooperative and active learning environment is created, through the integration of

TROCKY OMDE 610 9040 (2138) ASSIGNMENT 2

technology (e.g., interactive white boards and polling question) allowing students to construct, gather, and assimilate structural knowledge sufficient to communication a key health care issue with a mind map, hiring a new staff nurse (Harasim, 2012, p. 49). The proposed lesson plan guides this process. The suggested rubric supports the grading and evaluation of a student outcome, a completed mind map (see attached).

TROCKY OMDE 610 9040 (2138) ASSIGNMENT 2 References American Association of Colleges of Nursing (2006, October). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf Blackboard. (2013). Platforms. Education solutions for all. Retrieved from http://www.blackboard.com/Platforms.aspx

Bower, M., & Hedberg, J. G. (2010, February). A quantitative multimodal discourse analysis of teaching and learning in a web-conferencing environment- The efficacy of studentcentered learning designs. Journal of Computers & Education, 54(2), 462-478. doi: http://dx.doi.org/10.1016/j.compedu.2009.08.030 Buckley, K.M., & Rietschel, M. (2012). Training and instructional strategies for use of web conferencing in nursing education. CIN: Computers, Informatics, Nursing, 30(11), 569576. doi: 10.1097/NXN.0b013e31827740d6 Emporia State University. (2013). Learning domains. Retrieved from http://www.emporia.edu/studentlife/learning-and-assessment/guide/domains.html Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82-101. Retrieved from http://www.ascilite.org.au/ajet/ajet21/goodyear.html Harasim, L. (2012). Cognitivist learning theory. Learning theory and online technology (pp. 4658). New York, NY: Routledge. McLeod, G. (n.d.). Learning theory and instructional design. Retrieved from http://www.principals.in/uploads/pdf/Instructional_Strategie/learningtheory.pdf

TROCKY OMDE 610 9040 (2138) ASSIGNMENT 2

Mento, A. J., Martinelle, P., & Jones, R. M. (1999). Mind mapping in executive education: Applications and outcomes. The Journal of Management Development, 18(4). Retrieved from http://www.mindwerx.com/files/mm_executive_education_applications_outcomes_Figs. pdf Mullen, C. A., Fish, V. L., & Hutinger, J. L. (2010). Mentoring doctoral students through scholastic engagement: adult learning principles in action. Journal of Further and Higher Education, 34(2), 179-197. doi:10.1080/03098771003695452 Sangra, A., Guardia, L., & Gonzalez-Sanmamed, M. (2007). Educational design as a key issue in planning for quality improvement. IN M. Bullen & D. P. Janes. Making the transition to e-learning: Strategies and Issues (pp.284-299). London: Information Science Publishing. Saunders, R. B. (2003, March/April). Constructing a lesson plan. Journal for Nurses in Staff Development, 19(2), 70-78. Swan, H. (2010, February 10). Mind mapping: Learning and teaching with both sides of the brain. Retrieved from http://www.teachingvillage.org/2010/02/10/mind-mappinglearning-and-teaching-with-both-sides-of-the-brain-by-hobie-swan/ Zipp, G. P., Maher, C., DAntoni, A. V. (2009, March/April). Mind maps: Useful schematic tool for organizing and integrating concepts of complex patient care in the clinic and classroom. Journal of College Teaching & Learning, 6 (2), 59-68.