Open & Distance Education Technologies

 Open & Distance Education Technologies

E-Portfolios

Learning platforms such as e-portfolios have been used in distance education and provide a creative delivery method for instructors and support online students. E-portfolios are created by students showing proof of their work in a digital format. Students’ most significant learning experiences are brought to the forefront of their e-portfolios. This is a learning experience for students but also allows instructors to be able to see the key points students have pulled from the course. Are they learning what they’re supposed to? E-portfolios can be designed to build off of concepts. Student will not be able to move on until they understand the content at present. It also displays their learning in a format to share with others for collaboration (Lazenby, 2022).

E-portfolios are designed to navigate self-directed learning (Modise, 2021). This is often the case with distance education. Online courses often limit access to instructors and classmates for obvious reasons. Higher education is becoming more geared toward active learning and e-portfolios provide just that. Students must complete the activities and engage in the content. They are not in a classroom to rely on other student to answer all the questions. (Modise, 2021).

Kahoot

Kahoot is a learning platform allowing instructors and learners to create content and share with others. This tool allows for fun games, lecture modes, and collaboration. Anyone is able to join a Kahoot if provided the game pin or QR code when it begins. It can be utilized in online settings for easy access for all students. Kahoot is not only designed for a group setting. Kahoot’s can be shared with others. A tracking system can be used as a reward system to boost learner’s confidence. Learners can easily collaborate online to create Kahoot’s together remotely (V.J. et al., 2022). Kumar et al. (2023) conducted a survey showing a positive relationship between Kahoot participation and performance of students.

5, A. V. J., Vick, A., 5, J., Silva, A., 25, A., 7, A. G. F., Grantham, A., 7, F., 10, A. S. J., Steinbrink, A., 10, J., 28, A. B. N., Bray, A., 28, N., Shelly, A., & 22, A. (2022, September 16). What is Kahoot!: How to play kahoot!. Kahoot! https://kahoot.com/what-is-kahoot/

Kumar, K., Raghuwaiya, K., Khan, G., Singh, B., Prasad, J., & Blanco, A. (2023). Kahoot Gamified Technology Use to Assess Student Performance. 2023 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE), Computer Science and Data Engineering (CSDE), 2023 IEEE Asia-Pacific Conference On, 1–6. https://doi.org/10.1109/CSDE59766.2023.10487717

Lazenby, B. (2022, June 14). EPortfolios: The what, why, and how!. ePortfolios: The What, Why, and How! https://teaching.missouri.edu/blog/eportfolios-what-why-and-how

Modise, M. P. (2021). Postgraduate Students’ Perception of the Use of E-Portfolios as a Teaching Tool to Support Learning in an Open and Distance Education Institution. Journal of Learning for Development, 8(2), 283–297.

Video Games in Healthcare Education

 

Video Games

Tom Chatfield (2010) discusses the concepts of video games and relating them to real life experience, specifically progress. Video games are broken down into individual levels. These represent minute victories in order to accomplish a larger goal. A reward system helps build confidence. Video games also very social. Individuals are part of a community (Squire, 2011). Why not use them in the classroom? Video games can aid in collaboration, having a sense of community, building confidence, and of course having fun. Most fields can find a way to incorporate video games into the classroom for education purposes or even just for periodic brain breaks.

Extreme Event

Everyone has seen a movie with a natural disaster. Some of the more common ones involve floods, tornadoes, or hurricanes. What happens to the people who get hurt in those situations? Mass casualties flood the hospitals. Each healthcare worker is expected to pitch in and help out wherever is needed. Extreme Event, a video game, plays out a virtual mass casualty. Different community groups are affected and rely on short-term and long-term resources for survival (Cobb, 2008). Following the fun play, a debriefing session can be applied to discuss the very real possibilities of this happening. The discussion of everyone’s roles and different facility policies for mass casualties.

Re-Mission

Throughout ultrasound school, we learn of all the different pathologies within the abdomen and other body parts. Re-Mission takes players through the malignant process of these pathologies. It not only shows the pathological process but also the experience of the patient going through the malignant diagnosis. Re-Mission has been reviewed by medical staff to verify the realistic components of the video game (Cobb, 2008). Not only will this walk students through pathology, but it will also walk them through the experience their cancer patients will go through. They will get to experience empathy and appropriate reactions to patients. 

 

Cobb, J. (2008, April 18). Mission to learn: 26 learning games to change the world.Links to an external site. Mission to Learn. http://www.missiontolearn.com/2008/04/learning-games-for-change

Chatfield, T. (2010, July). 7 ways games reward the brainLinks to an external site. [Video]. https://www.ted.com/talks/tom_chatfield_7_ways_games_reward_the_brain?language=en

Squire, K. (2011).Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press

Mobile Devices

 

Mobile Devices

Having the ability to research and analyze data at our fingertips is made possible by mobile devices (Walden University, 2012). Well over half of American adults utilize wireless mobile devices. These include laptops and cell phones. The various uses of mobile devices have increased since 2009. More laptop and cell phone owners are using their devices for a wider range of capabilities than simply phone calls and text messages (Smith, 2010).

iPads

Many advantages unfold with the use of iPads in the classroom. The physical aspect of iPads is intriguing for students. iPads are light weight and smaller than computers (Drozdek et al., 2020). They can be easily stashed away in a backpack while leaving plenty of room for textbooks and other materials.

iPads allow interaction throughout the classroom between students and between students and instructors. They have the capabilities to connect to the internet and research as necessary. During lectures, student can write directly on their iPad to take notes on presentations. All of the class content and whatever notes the students add can be stored in one place for easy organization. Other benefits of iPads include capabilities of email, download files, research, cameras, save paper, etc. iPads have most capabilities of a cell phone which can be an advantage and a disadvantage. Instructors are not able to control the content or searches conducted (Drozdek et al., 2020).

Smart Phones

There is a controversy whether smart phone should be used in the classroom or not. Controversy or not, smart phones can be used to enhance learning in the classroom. Smart phones allow speedy research, immediate answers, ease of communication, and aid in collaboration (Salcines-Talledo, 2022).

Smartphone can positively impact academic performance. Students generally have a smart phone at their side and can efficiently pull them out for use. Personalized applications can be beneficial in the classroom. Most instructors do not give out their personal cell phone numbers to students for obvious reasons. Certain applications can be used for communication or collaboration purposes. Instead of banning cell phones, we can utilize them for education purposes. Many other applications such as social networking can be used to enhance learning (Wei et al., 2024).

Domjanic Drozdek, S., Feher Turkovic, L., Mojsovic Cuic, A., & Digula, O. (2020). The Role of the iPad Tablet in Higher Education Science Teaching. Pedagogical Research, 5(1).

Salcines-Talledo, I., González-Fernández, N., Díaz-Herrera, L., & Area-Moreira, M. (2022). Smartphones in Higher Education. A Longitudinal Qualitative Study. Comunicar: Media Education Research Journal, 30(72), 111–122.

Smith, A. (2010). New Internet & American Life Project: Mobile access 2010.Links to an external site. https://www.pewresearch.org/internet/2010/07/07/mobile-access-2010

Walden University, LLC. (2012c). Mobile learning. Walden University Canvas. https://waldenu.instructure.com

Wei, D., Guo, R., & Talib, M. B. A. (2024). Academic Use of Smartphones and Academic Performance in Higher Education: A Systematic Review. Educational Administration: Theory and Practice, 30(1), 68–83. https://doi.org/10.52152/kuey.v30i1.883

Social Networking Technologies

 

Social Networking Technologies

Social networking is a readily available tool instructors and students can incorporate into learning. Networking tools are generally thought of as social friendship-based tools. They can be used for so much more than sharing media. It helps people stay connected but can also accommodate people with similar interests. Social networking can help form a sense of community and encourage peer-based learning. Networking with others is an important and beneficial learning strategy (Fink, 2013).

Ning & Facebook

Several sites already exist to enable interaction among student, instructors, peers, and individuals with similar interests. Ning is similar to the infamous Facebook. Ning is also a rapidly growing social media platform. Within education, we first have to move past the friendship-based connections. Facebook tends to be more relationship based while Ning has been utilized to accommodate the learning aspect of social networking. Many opportunities are waiting beyond the surface (Richardson, 2010). Allowing students to socialize outside of the classroom may give them the confidence to express themselves in a different manner (Sanwal et al., 2023)

Both platforms allow groups to form and control the content within those groups. Creating groups with guidelines or rules can help control what is posted in the groups. It will keep the content centered around a specific topic or learning objective. If this is done in the classroom, the instructor can be the “admin” of the group. The content within the group can be made so only group members can access it.

While the purpose of these sites is to connect with students, it should be cautioned to “friend” students to your personal accounts (Richardson, 2010). A separate account should be created to accommodate instruction and a separate personal account. While social networking is beneficially in collaborating to learn through other’s perspectives, face-to-face interactions are still essential for communication (Sanwal et al., 2023). Students still need to develop communication skills on a personal level.

 References

Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Revised and Updated (2nd ed.). Wiley Professional Development (P&T). https://mbsdirect.vitalsource.com/books/9781118419014

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Corwin Press

Sanwal, T., Yadav, S., Avasthi, S., Prakash, A., & Tyagi, M. (2023). Social Media and Networking Applications in the Education Sector. 2023 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON), Delhi Section Flagship Conference (DELCON), 2023 2nd Edition of IEEE, 1–6. https://doi.org/10.1109/DELCON57910.2023.10127547

Multimedia Resources

 

Education is pushing the “out with the old, in with the new” method of teaching in recent years. Technology has evolved to open up methods of instruction. Multimedia is at the forefront of the education system. Instructors are challenged to integrate various methods of technology or media into their classroom. Multimedia teaching and learning includes delivering content with multiple methods including visual or auditory information (Thamarasseri, 2014). Technology has the ability to enhance teaching for the instructor and enhance learning for the students.

Podcasts

Podcasting is a multimedia audio platform. Podcasts are easy to access and can be found all over the internet. Cost free platforms are available to utilize in the classroom. Podcasts can be created individually or with the help of Artificial Intelligence (AI). PowerPoint presentations can be converted to podcasts via AI (Folgert & DeGroot, 2025). This can save time for instructors while also allowing students a break from traditional lecture formats.

Students will be will have the ability to express themselves without the fear or anxiety of presenting live. Podcasts can help student gain confidence before having to present in front of a large group. It can also be used as a communication tool and get students comfortable applying terminology in their specific field of study.

Social Networks

Social media platforms are not only used for sharing pictures or meeting friends, it is now also used for seeking answers. Groups are formed with communities with common interests. Social networking can be used to connect with others in their field of study. When in these spaces, student can also play the role of a teacher when answering other’s questions within these platforms (Richardson, 2010).

With the number of nontraditional students increasing, social media platforms can be used to create community in the classroom. Students can get to know one another’s backgrounds and history. It can shed light on different cultures, social issues, and issues within education (Vu & Weerasinghe, 2024).

Social media can be integrated in the classroom or assignments without actually creating social media accounts. The concept of social media can be referenced for assignments. Most traditional student will recognize the most up to date platforms. Multimedia methods can be used without even integrated technology. Students would need to research different social media platforms. Content can be used to create a profile from any social media platform of the students choosing. This encourages creativity while indirectly using technology.

Folgert, A., & DeGroot, K. (2025). Using AI-Generated Podcasts as an Adjunct to Traditional Teaching Strategies. Nurse Educator, 50(2), 78. https://doi.org/10.1097/NNE.0000000000001787

Lim, K. Y. (2024). A Review of “Next level grammar for a digital age: Teaching with social media and online tools for rhetorical understanding and critical creation.” Canadian Journal of Learning and Technology, 50(1). https://doi.org/10.21432/cjlt28642

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Corwin Press

Thamarasseri, I. (2014). Edification of Multimedia Resources: Aligning Technology for Student Empowerment. Journal of Educational Technology, 11(3), 9–15

Vy Vu, & Nimali Weerasinghe. (2024). Social Media in English Learning and Teaching: A Duoethnography. Canadian Journal for New Scholars in Education, 15(2)

Emerging Technologies

Emerging Technologies 

AI in Sonography

Artificial Intelligence (AI) has proven to be useful in the scanning aspect of the sonography world. Machines are already programmed to perform certain functions such as measurement within standard protocols. With emerging technology incorporating AI, it is important to teach learners how to incorporate AI without completely relying on AI. Sonographers cannot be completely reliable on AI technology. Ultrasound systems are unable to save images and do not identify clinical signs of the patient (Edwards et al., 2022).

Apart from the actual act of performing a sonography exam, AI can help save time in the classroom setting. It can be used by instructors and learners. One helpful task AI can perform is creating various case studies for students to practice. Again, instructors will have to review the information to ensure it is accurate, but it will save time compared to starting from scratch. Worksheets can easily be created using AI.

Interactive Whiteboards

Interactive Whiteboards (IWBs) are touching screen board hooked up to projectors or computers. Presentations can be already loaded and presented on the whiteboard while allowing instructors to drag and drop other objects or links onto the board while presenting (Campbell & Martin, 2010). The displayed screen can be printed directly off the whiteboard which would be beneficial to students. In my classroom, students commonly get their phones out to take pictures of what I’ve written on the board. Printing off the content would be an easy way for them to integrate it into their notes. I could also be saved as a PDF file and students could directly add it to their notes.

Utilizing IWBs will allow interaction between the instructor and the learners. Learners can also be given IWBs connected to the main IWB. This will allow students to ask questions and provide input without fear of being wrong in front of the whole class. Group study can be accomplished more effectively with IWBs as well (Hui-xian et al., 2009).

 

References

Ashita Chadha. (2024). Transforming Higher Education for the Digital Age: Examining Emerging Technologies and Pedagogical Innovations. Journal of Interdisciplinary Studies in Education, 13(1), 53–70.

 

Campbell, C., & Martin, D. (2010). Interactive Whiteboards and the First Year Experience: Integrating IWBs into Pre-Service Teacher Education. Australian Journal of Teacher Education, 35(6), 68–75.

 

Edwards, C., Chamunyonga, C., Searle, B., & Reddan, T. (2022). The application of artificial intelligence in the sonography profession: Professional and educational considerations. Ultrasound (Leeds, England), 30(4), 273–282. https://doi.org/10.1177/1742271X211072473

 

Hui-xian, T., Ming, S., Yan, C., & Chun-e, Z. (2009). Application of Interactive Electronic Whiteboard System in Education. 2009 International Conference on Information Technology and Computer Science, Information Technology and Computer Science, 2009. ITCS 2009. International Conference On, 2, 457–460. https://doi.org/10.1109/ITCS.2009.252