Browsing by Author "Grant, Kimberley"

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    Constructive alignment in a graduate-level project management course: an innovative framework using large language models
    (2024-04-17) Pereira, Estacio; Nsair, Sumaya; Pereira, Leticia R.; Grant, Kimberley
    Abstract Constructive alignment is a learning design approach that emphasizes the direct alignment of the intended learning outcomes, instructional strategies, learning activities, and assessment methods to ensure students are engaged in a meaningful learning experience. This pedagogical approach provides clarity and coherence, aiding students in understanding the connection of their learning activities and assessments with the overall course objectives. This paper explores the use of constructive alignment principles in designing a graduate-level Introduction to Project Management course by leveraging Large Language Models (LLMs), specifically ChatGPT. We introduce an innovative framework that embodies an iterative process to define the course learning outcomes, learning activities and assessments, and lecture content. We show that the implemented framework in ChatGPT was adept at autonomously establishing the course's learning outcomes, delineating assessments with their respective weights, mapping learning outcomes to each assessment method, and formulating a plan for learning activities and the course's schedule. While the framework can significantly reduce the time instructors spend on initial course planning, the results demonstrate that ChatGPT often lacks the specificity and contextual awareness necessary for effective implementation in diverse classroom settings. Therefore, the role of the instructor remains crucial in customizing and finalizing the course structure. The implications of this research are vast, providing insights for educators and curriculum designers looking to infuse LLMs systems into course development without compromising effective pedagogical practices.
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    Facilitating Reflection-in-Action During High-Fidelity Simulation
    (2021-10-29) Mulli, Jessica Marie; Nowell, Lorelli; Estefan, Andrew; Swart, Ruth; Grant, Kimberley
    Background: High-fidelity simulation has become common practice in undergraduate nursing education and highly skilled educators are needed to facilitate these complex learning opportunities. Reflective practice is considered an essential step to learning in simulation, starting with reflection-before-action through prebriefing, and ending with reflection-on-action, through debriefing. However, reflection-in-action may be the hallmark of artistry or mastery of a subject. Therefore, undergraduate nursing simulation facilitators need to develop skills to identify and support learners to reflect-in-action. Methods: I conducted a concept analysis to develop an understanding of the phenomena of reflection-in-action during high-fidelity simulation. I then conducted a descriptive phenomenology study with 11 undergraduate nursing simulation facilitators from eight colleges and universities across Alberta. Participants underwent a semi-structured interview, and Colazzi’s seven step process for analysis was utilized to understand the phenomenon of reflection-in-action as experienced by undergraduate nursing simulation facilitators during high-fidelity simulation. Results: Through the concept analysis, I identified four defining attributes of reflection-in-action: (a) reflection-in-action occurs during simulation scenarios; (b) a critical learning juncture occurs and is identified by the learners; (c) a pause in student action occurs; and (d) knowledge sharing through discussion. The experiences of the participants aligned with the findings from the concept analysis. Participants in the study were experienced simulation facilitators. Despite this, they had little formal training regarding reflection-in-action. Participants were able to identify reflection-in-action during high-fidelity simulation when students paused, collaborated, shared their thinking aloud, and changed their course of action. Barriers to reflection-in-action included learner fear and anxiety, poor simulation design, and inadequate preparation. Participants supported reflection-in-action through prebriefing, remaining curious, and providing cues, prompts, or facilitated paused. The benefits of reflection-in-action include collaborative learning, building confidence, critical thinking, and embedding reflection into practice. Conclusions: Phenomenological exploration of experiences of participants was able to add insights to enhance understanding of a poorly defined subject. The insights from this work may enhance simulation facilitator’s ability to effectively support reflection-in-action within high-fidelity simulation. These findings may contribute to theory development, checklists, and decision trees to support the facilitation of reflection-in-action during high-fidelity simulation. Keywords: nursing, education, simulation, reflection, reflection-in-action
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    Teachers' Images and Narratives of Good Teachers: An Interpretive Inquiry
    (2017) Grant, Kimberley; Lenters, Kimberly; Friesen, Sharon; Burwell, Catherine
    Despite significant amounts of rhetoric and research on the importance of good teachers, little attention has been paid to how practicing teachers conceptualize what it means to be a good teacher. Using a research process informed by philosophical hermeneutics, this study explores the experiences of practicing teachers in order to better understand the phenomenological aspects of being a good teacher. Although the phrase good teacher continues to defy simple definition and was even actively avoided by the participants, their stories of classroom experiences begin to reveal how the concepts of flow and Bildung might provide helpful language and concepts to frame the intuitive, often wordless experiences of teachers. By focusing on the images and narratives teachers used to describe their understandings, the reflexive notions of seeing and being seen, reading and being read came to the fore. These ideas contribute in new ways to the ongoing conversations about teacher assessment and teacher self-assessment.