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Nursing education 2.0: YouTube[TM].

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PERHAPS WE CAN BLAME IT ON MY BEING SNOWED IN. I recently

discovered YouTube[TM] and began to contemplate its potential impact on

nursing education. There is a lot of controversy surrounding trash on

YouTube. This is a social phenomenon that can't be ignored by

educators. As you'll see here and in future columns, my intention is

to focus on Web 2.0 tools and how we can begin to use them to transform

nursing education. I'll build off five themes (Web 2.0 as a social

networking See social networking site.


social networking –. Social network ?medium, digital natives, Net generation, visual literacy Visual literacy is the ability to interpret, negotiate. Make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read”. That meaning can be communicated through a process of reading. , and

thinking outside the box) and develop the notion of Nursing Education

2.0–that's, emerging technologies that'll transform the way nursing

education is offered.


HERE IS HOW MY INTEREST IN YOUTUBE GOT STARTED. I received an email

asking me if I'd seen the video titled “Introducing the

Book”. (aka “The Medieval Help Desk”) at

www.youtube.com/watch?v=xFAWRGhzZek. Produced by the Norwegian

Broadcasting television channel for a show titled “Oystein &

Meg”. (Oystein &. I), this 2001 video, in Norwegian with English

subtitles, is marvelously funny. it's about a new technology called the

book. An end user, who's puzzled and skeptical about using the book as

a replacement for the scroll, calls on a technical support person to

show him how to open and close a book and turn the pages. As the support

person reassures the user that the text won't be lost, I was LOL “Laughing out loud”. “lots of luck.”. See digispeak.


(chat) LOL –. “laughing out loud”. “lots of love”. “luck”. ?(laughing out loud).


WATCHING THIS VIDEO, I started to think about how it might be used

in my course “Human Computer Interaction Design.”. I also began

to reflect on digital natives and their preferences for multimedia

learning, how faculty can adopt technologies and new ways of teaching,

and how we can prepare a generation of nurses to use electronic health

records and clinical decision support tools in their practice.


What Is YouTube?


According to according to
prep.
1. As stated or indicated by. On the authority of: according to historians.
2. In keeping with: according to instructions.
3. ?its website, “YouTube is a place for people to

engage in new ways with video by sharing, commenting on. Viewing

videos.”. It “started as a personal video sharing See video sharing site. ?service, and

has grown into an entertainment destination with people watching People watching or crowd watching is a hobby of some people to watch those around them and their interactions. This differs from voyeurism in that it doesn't relate to sex or sexual gratification. ?more

than 70 million videos on the site daily.”. According to the

website, YouTube “is building a community that's highly motivated

to watch and share videos”. Through a web experience

(www.youtube.com/t/about).


YouTube is part of the social phenomenon of Internet user-generated

content and one of the “You”. Tools described in Time’s

Person of the Year article (1). it's what Newsweek describes as

“putting the WE in the Web”. (2). The Educause Learning

Initiative refers to YouTube as a social application that “allows

users to post and tag videos, watch those posted by others, post

comments in threaded discussion format, search for content by keyword or

category and create and participate in topical groups”. (3).


YouTube in Higher Education Why'd the notion of watching

user-created videos be important for higher education? First, remember

that the students now entering the hallowed halls of higher education

are digital natives who grew up in a multimedia world and are most

comfortable with technology. If you want to engage students of the Net

generation, you'll want to explore this tool as an adjunct to your

classroom or online teaching environments. For example, what'll you do

if tech-savvy learners submit video projects that they've created

instead of traditional papers?


This isn't a far-fetched idea. If you follow the Pew Internet

&. American Life Project, you'll see numerous reports about how

teenagers, adults. Seniors use the Internet. According to a study on

teen content creators and consumers, “57% of online teens create

content for the Internet. That amounts to half of all teens ages 12-17,

or about 12 million youth. These Content Creators report having done one

or more of the following activities: create a blog. Create or work on a

personal webpage. Create or work on a webpage for school, a friend, or

an organization. Share original content such as artwork, photos,

stories. Videos online. remix re·mix? 
tr.v. re·mixed, re·mix·ing, re·mix·es
To recombine (audio tracks or channels from a recording) to produce a new or modified audio recording: ?content found online into a new

creation”. (4). There is no doubt that someday soon, one of your

students will submit a paper that consists merely of a web address where

you can watch her YouTube project.


Second, as the Internet changes from a dissemination tool to one

that promotes social networking, it's important to think about how

tools like YouTube can be used to create a learning community. This

tool, among others, allows “students to replace passive learning

with active participation, where everyone has a voice, anyone can

contribute. The value lies less in the content itself than in the

networks of learners that form around content and support one another in

learning goals”. (3). Faculty need to think about the following

questions:


* Is there value in having students create their own videos instead

of web pages?


* Is there value in creating a promotional video to introduce your

school, your particular specialty program, your research. Yourself to

potential students?


* Is this a method that allows online students to feel more

connected to the faculty, program. School?


* Is there value in using this tool to bring outside experts,

ideas. Content into your class’?


Third, faculty need to think about how the use of video helps

engage learners and draw them into the experience. Becoming involved in

a video experience “heightens a student’s visual literacy, an

important skill in today’s electronic culture”. (3). YouTube

allows the learner to experiment in new media to convey information and

knowledge. “Many educators believe that the act of creating

content, in virtually any form, is a valuable learning exercise”

(3). Remember, interviews with members of the Net generation indicate

that they're bored with our usual text-based PowerPoint slides. This

generation grew up on video games See video game console. ?and multimedia.


Fourth, videos, both in the classroom and in online courses, can

serve as triggers for discussions. they've several advantages over

graphic and textual media: “portrayal of concepts involving motion,

the alteration of space and time. The observation of dangerous processes

in a safe environment. dramatization dram·a·ti·za·tion? 
n.
1. The act or art of dramatizing: the dramatization of a novel.
2. A work adapted for dramatic presentation: ?of historical and complex events;

demonstration of sequential processes the viewer can review and the

promotion of affective, social. Cultural ideas with powerful visual

treatments”. (5).


In a recent issue of the Chronicle of Higher Education, Jenkins

wrote about the rise of our networked culture and speculated on the

impact of the YouTube phenomenon. “Now try to imagine what'd

happen if academic departments operated more like YouTube or Wikipedia,

allowing for the rapid deployment of scattered expertise and the dynamic

reconfiguration of fields. Let’s call this new form of academic

unit a ‘YouNiversity'”. (6, p. B9). In his musings,

Jenkins suggests thinking about a department as an intellectual network

where students interact not only with professors. With industry and

the community.


Although Jenkins refers specifically to the transformation of the

graduate program in comparative media studies at the Massachusetts

Institute of Technology, he presents interesting notions that we all

should consider. One statement that resonated with me concerned distance

learning. Rather than thinking about distance learning solely as a means

to transmit knowledge to the world, Jenkins states that “we should

see these efforts as opportunities for us to learn from other

sectors”. (6, p. B10). He concludes: “We may or may not see the

emergence of YouNiversities. YouTube already exists. And its

participants are learning plenty about how media power operates in a

networked society”. (6, p. B10). Jenkins’. Thinking provides a

broader context to view the social phenomenon of Web 2.0 tools,

especially YouTuhe, in education.


YouTube in Health Care So, has YouTube permeated health care and

nursing education? You'd be surprised. Here is a sampling of what I

found under the terms nursing and medical education, student projects,

schools of nursing. The promotion of nursing as a profession. (One

word of caution: If you search on the word nursing, especially in this

unstructured environment, you'll find a lot of different meanings of

the word.)


* Drexel University’s “Content Review on NCLEX NCLEX National Council Licensure Examination [R]

EXCEL!–Adult Nursing”. Is one in a series of content reviews

available at www.youtube.com/watch?v= XFS XFS X Font Server (Sun)
XFS Extended File System
XFS X-Fleet Sentinels (gaming clan)
XFS Extensions for Financial Services (software interface specification)?8vjsi5OE.


* “Echocardiograms and Cases on You Tube”. Is at

http://casesblog.blogspot.com/

2007/01/echocardiograms-and-cases-on-youtube.html.


* A student project called “Nursing BACK”. Is a hip-hop

dance scenario that describes nursing and all its opportunities. Go to

www.youtube.com/watch?v= 5kVv2aqnEjs.


* “Nursing at Medical University of South Carolina “MUSC”. Redirects here. For Abel Santa María airport in Santa Clara, Cuba (ICAO code MUSC), see Abel Santa María Airport.
The Medical University of South Carolina ”. Is a

promotional video about a school of nursing available at

www.youtube.com/watch?v=3V0qwAkRizU.


* Another school of nursing promotion. The University of Miami This article is about the university in Coral Gables, Florida. For the university in Oxford, Ohio, see Miami University.
The University of Miami (also known as Miami of Florida,[2] UM,[3] or just The U ?School of Nursing and Health Sciences, is available at

www.youtube.com/watch?v=fc_iLIeC_3w.


* “Nursing, it’s more than a job,”. A promotional

video about men in nursing and their opportunities, by a community

college and sponsored by the Washington State Health Association, is

available at www.youtube. com/watch?v=6o4yYwU2sE8.


* The Making of The Men in Nursing Calendar, about making the

calendar, is available at www.youtube.com/watch?v= R61ABwUbl-U.


And if you think YouTube hasn't infiltrated health care, think

again. Practitioners in Wales Wales,?Welsh Cymru, western peninsula and political division (principality) of Great Britain (1991 pop. 2,798,200), 8,016 sq mi (20,761 sq km), west of England. Politically united with England since 1536. The capital is Cardiff. , specifically the Buihh and Llanwrtyd

Medical Practice in Powys, have launched a series of health education

films on YouTube. Their videos include advice about flu vaccinations,

blood sugar testing. Cervical screening (7). The flu vaccination

video is available at www.youtube.com/ watch?v= 2Jl_3YGHboc. Also, check

out the public service videos provided for patients from the National

Foundation for Infectious Diseases infectious diseases:?see communicable diseases. , in partnership with the Centers for

Disease Control and Prevention Centers for Disease Control and Prevention?(CDC), agency of the U.S. Public Health Service since 1973, with headquarters in Atlanta. It was established in 1946 as the Communicable Disease Center. ?(CDC See Control Data, century date change and Back Orifice.


CDC –. Control Data Corporation ). Visit www.youtube.com/watch?v=

52oi-NdQ_g.


YouTube in Your Curriculum To find out more about YouTube, visit

their website (www.youtube.com). If you want to upload your own content,

sign up for a free account. Let me know if you or your students have

created any YouTube experiences by sending an email to

[email protected]


References


(1.) Grossman, L. (2006, December 13).Time’s person of the

year: YOU. Time. [Online]. Available:

www.time.com/time/magazine/article/ 0,9171, 1569514,00.html.


(2.) Levy, S., &. Stone, B. (2006, April 3).The new wisdom of

the web. Newsweek. [Online]. Available:

www.msnbc.msn.com/id/12015774/site/newsweek/.


(3.) Educause Learning Initiative. (2006, September). 7 things you

should know about YouTube[TM]. [Online]. Available:

http://www.educause.edu/ content.asp?page_id=7495&bhcp=1.


(4.) Lenhard, A., &. Madden mad·den? 
v. mad·dened, mad·den·ing, mad·dens
v.tr.
1. To make angry. Irritate.
2. To drive insane.
v.intr.
To become infuriated. , M. (2005, November 2). Pew Internet

&. American Life Project. Reports. Family, friends &. Community.

Teen content creators and consumers. [Online]. Available:

www.pewinternet.org/ pdfs/PIP_Teens_Content_Creation.pdf.


(5.) Misanchuk, E., Schwier, R., &. Boling, E. (1996-2000).

Visual design for instructional multimedia. [CD-ROM].


(6.) Jenkins, H. (2007, February 16). From YouTube to YouNiversity.

Chronicle of Higher Education: Chronicle Review, 53(24), B9-B10.


(7.) Website clips are a hit. (2007, January 17). Nursing Standard,

21 (19), 5.

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