Educational Technologies Comparison Essay

Educational Technologies Comparison Essay

Part 1

Description of Technology Essay

Clinical decision support systems are assistive Clinical technologies that should offer clinical knowledge to a doctor or nurse to enable them make informed clinical decisions. Therefore, they support decisions made by clinicians in patient care. In the Villa Health scenario, St Anthony Medical Center (SAMC) had decided to switch their CDSS technology and upgrade their learning management system to enable more quality interaction and productivity from these two educational technologies. Learning and teaching of nursing require interactive technology that enables the acquisition of knowledge and skills for learners and dissipation of information and skills for nurse educators. While CDSS enables practitioners to make informed clinical decisions, learning technologies facilitate these practitioners and students to acquire knowledge and skills. Learning management systems contain interactive technologies with user interfaces that enable nurse educators to facilitate nurses’ and students’ learning. This assignment compares two versions of learning management system technologies that would improve learning at SAMC so that opioid prescription and monitoring would be evidence-based and patient-centered. The two versions of learning technologies compared are D2L Brightspace and Oracle’s Taleo learning management systems. These learning and teaching technologies allow interaction between educators and learners but have notable differences in features, capabilities, and benefits. Brightspace is a learning management system that facilitates learning by providing a learning environment, eportfolio, and learning resources. This learning management system is suitable for organizations and small institutions that need to run both online and physical courses. Taleo, on the other hand, is a learning management system with additional human resources management tools.

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Comparison of Features, Benefits, and Capabilities

Feature, Capability, and Benefit Version 1: Taleo Version 2: Brightspace
Interoperability: this denotes the capacity of a technology or system to interact and work with other systems. With learning technologies, a concept of compatibility also arises. Sometimes, a specific learning or, generally, an educational technology may not be able to operate within an environment with basic technology from a different vendor. Learning management technologies in a hospital setup require other supportive and baseline technologies such as presentation technologies, documentation technologies, knowledge base, electronic health records, and media players. These technologies are supported in various devices such as MacBook, Linux, and windows-based computers. Oracle’s Taleo is majorly cloud-based and web-based. Therefore, its ability to enable skills acquisition through media-based learning becomes a challenge. This technology required browser-based operations to enable learning. Brightspace application allows operations with other systems, such as presentation technologies, including Microsoft Office applications. Brightspace technology, alongside being cloud-based, also allows operations as an application within devices supporting iOS, Android, Windows, and Linux operating systems. Brightspace supports video technologies that facilitate aided learning through demonstration of concepts and skills. Therefore, Brightspace technology has better Interoperability rating than Taleo
Training and Support: the key purpose of LMS technologies is to facilitate learning. To ensure that these technologies can fulfill this role, they need to be usable by enhancing training and supporting the user. Therefore, technical support from the IT team from the specific technology and training on how to use the technology is important. This support must not necessarily be in the form of active training and direct support. Taleo has a knowledge base that facilitates training of users and has content that can be modified to meet the learning needs of the organizations. This technology also has constant live support from developers, chat help, and frequently asked questions section for support. In training and learning terms, this technology offers live online training with webinars and documentation. Brightspace offers training for users on how to navigate their learning management system through emails, help desk, live chats, frequently asked questions, and 24/7 live support. However, this technology does not provide phone support to users. Nevertheless, additional in-person training, live online training, training videos, documentation, and webinars make Brightspace technology superior to Taleo in terms of usability and user support. Demonstrating to users how to use and navigate the technology makes it more usable because users get a visual and demonstrative explanation of the processes.
Interactivity: in e-learning, learning management system can improve the interaction between the educator other assessor by facilitating the connection and synchronization of communication Taleo promotes asynchronous communication that enhances the Interactivity in this LMS. Assessors can assess their employees and learners through these interactions. Brightspace technology has eportfolio that enables both the user and the assessor to track growth and development progress. Additionally, users can show their experiences with peers and educators. Users are allowed to search their progress and other resources through the technology and portfolio.
Tracking: tracking progress in learning enables improvement when educators can evaluate their impact in imparting knowledge and skills. Taleo allows user to track their progress, online activities, task completions, and competencies. Tracking in Brightspace technology is through objective reports and scores in the online portfolio.

Part 2

Assumptions

Performing this sort of comparison provides insights to the organizations to enable them make informed decisions in terms of the better vendor to opt for during the period of LMS improvement. This comparison focuses on what the technology has that makes them unique, what they can do better than other competitive technologies, and what benefits can these tasks completed by this technology bring not only to the learning but also patient care and workflow. Tabulating the findings in the format such as the one above was based on the various assumptions that these two learning management systems had similar purposes for their establishment. This assumption means that the organizations that require these technologies have the same learning processes and strategies. The tabulation also assumed that the organization can afford both technologies and that cost would not be a limitation in achieving nursing education. A lack of measurable comparison limits this sort of comparison. The parameters cannot be easily quantified and are based on subjective assessment. No scale was available objectively assess the features, capabilities, and benefits of the two educational technologies.

Analysis

Both technologies offer peculiar benefits when used appropriately in specific organizational settings. The first version is a learning management system technology best suited for human resource management through progress and competencies tracking. Recruiters get to select employees objectively based on systems-generated competencies. Therefore, Taleo learning technology would best suit performance-based organizations that have invested in training and promoting their workforces. The second version of the learning management system is best suited for organizations that provide both physical and online training to students and practitioners. Practitioners being trained by their employers for their professional and academic progress would benefit from Brightspace technology.

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Brightspace technology is my selected technology for St. Anthony Medical Center (SAMC). Incorporating this technology into the organization’s learning management systems will require a systematic transition. Planning, requirements assessment, designing a desired system, developing the new workflow utilizing the preexisting systems, testing the new system with Brightspace LMS Incorporated in it, implementing the new system, and monitoring outcomes are the key steps that Kristen, the credentialing specialist at SAMC would follow to improve specific nursing education programs at SAMC. Communicating this improvement change will be crucial in enhancing uptake and stakeholder engagement.

My conclusions have been based on various evidence-based information on various ways to implement sustainable and productive learning management systems. A literature review by Turnbull et al. (2022) identified six key components of successful learning policies in the organization. Key forces were given to usage and support for these systems. This source also emphasized the contemporary relevance of these systems. Chang and Kuo (2021) emphasize indulging interactivity in these systems to make them productive. In resource-limited settings. Thepwongsa et al. (2021) identified the role of developing a system that focuses on the learning needs of the organization. Therefore, the selection of the seocs version of the LMS after the above tabulation did not only focus on the appearance and features but also a multidimensional approach to assessment and comparison. As aforementioned, the assumptions that the two technologies had been developed had leaner users in mind. The difference would come in later on how these technologies are utilized in a multidisciplinary setting to achieve educational goals at the individual and more importantly, at the organizational levels. The existing current literature that guided this comparison are credible sources. These sources are young, relevant, authoritative and scholarly. Therefore, my comparison is evidence-based and not informed by self-bias.

References

Chang, S., & Kuo, A. C. (2021). Indulging interactivity: a learning management system as a facilitative boundary object. SN Social Sciences, 1(2), 62. https://doi.org/10.1007/s43545-021-00069-x

Thepwongsa, I., Sripa, P., Muthukumar, R., Jenwitheesuk, K., Virasiri, S., & Nonjui, P. (2021). The effects of a newly established online learning management system: the perspectives of Thai medical students in a public medical school. Heliyon, 7(10), e08182. https://doi.org/10.1016/j.heliyon.2021.e08182

Turnbull, D., Chugh, R., & Luck, J. (2022). An overview of the common elements of learning management system policies in higher education institutions. TechTrends : For Leaders in Education & Training, 66(5), 855–867. https://doi.org/10.1007/s11528-022-00752-7

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Assessment 3 Instructions: Educational Technologies Comparison
• PRINT
• Compare the features, benefits, and capabilities of two versions of a similar technology that can be used for teaching, learning, or assessment in nursing education, using the Technology Comparison Template provided. Then, determine which teaching and learning situations the technology is best suited for and how it can be incorporated into a specific nursing education program.
Introduction
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
When comparing educational technologies and evaluating their suitability for particular teaching and learning situations, it is important to determine how nurse educators will use the technology and how well it fits into the organization’s existing nursing education strategy. Successful integration of new or updated technology into the nursing education environment depends on how well you understand the role of technology in education and training. When considering new technologies, it is sometimes easy to let a product’s impressive but non-value-added bells and whistles influence decision making, which could have an adverse impact on learning outcomes.
This assessment provides an opportunity for you to examine the capabilities of a selected type of educational technology, how it is used in specific educational settings, and how it can be integrated into an existing nursing education program.
Note: Complete the assessments in this course in the order in which they are presented.
Preparation
Whether your needs assessment identified shortfalls in the use of current educational technology, the need for an upgrade to existing technology, or the need for new technology, you know that knowledge of current technologies is key to making informed decisions when considering improvements to existing educational programs. Consequently, you have decided to examine the features, capabilities, and benefits of comparable educational technologies you are either planning to incorporate into your educational program now or would consider as a potential future acquisition.
To prepare for the assessment, you are encouraged to identify two similar educational technologies for comparison and the teaching and learning situations this type technology is best suited for. In addition, you may wish to review the assessment requirements and scoring guide to ensure you understand the work you will be asked to complete.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
The following resources are required to complete the assessment.
Templates
Use this template for your technology comparison:
• Comparing Technologies Template [DOCX].
Requirements
Compare two versions of a similar technology that can be used for teaching, learning, or assessment in nursing education. Then, determine which teaching and learning situations the technology is best suited for and how it can be incorporated into a specific nursing education program.
For example:
• E-learning technologies, such as Storyline, Articulate, and Captivate.
• Technologies for presenting lectures or classroom activities remotely, such as Adobe Connect and GoToMeeting.
• Learning management systems (LMSs) for managing coursework, e-learning, and tracking learner progress, such as Brightspace, Taleo, and PeopleSoft Enterprise Learning Management, Health Stream, Net Learning.
• Online courserooms, such as Blackboard, Canvas, and Moodle.
• Technologies for assessing learning outcomes, such as e-portfolios, testing software, and surveys.
• Technologies to enhance learner interactivity, such as gamification and virtual reality technologies.
• Presentation technologies, such as PowerPoint and Prezi.
• High-, medium-, and low-fidelity simulation equipment or software, such as simulation manikins and body-part models.
The technology comparison requirements, outlined below, correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.
• Compare the features, capabilities, and benefits of two similar educational technologies.
o What characteristics or attributes of the technology are non-essential or have little or no effect on teaching and learning?
o What evidence supports claims about the benefits of this technology?
o What are the assumptions underlying your comparison? What influence do they have on decision making?
• Explain the benefits and limitations of this type of comparison.
o Justify your conclusions.
• Determine which teaching and learning situations the technology is best suited for.
o Justify your conclusions.
• Explain how your selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program.
o How will incorporation of this technology affect learning and performance?
• Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
o Is your supporting evidence clear and explicit?
o How or why does particular evidence support a claim?
o Will your reader see the connection?
o Did you summarize, paraphrase, and quote your sources appropriately?
• Write clearly and concisely in a logically coherent and appropriate form and style.
o Write with a specific purpose and audience in mind.
o Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Document Format
Use the Comparing Technologies Template.
Supporting Evidence
Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your analysis.
Additional Requirements
Proofread your change proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.
Portfolio Prompt: You may choose to save your technology comparison to your ePortfolio.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 2: Select technologies appropriate for nursing education in an academic and/or health care environment.
o Compare the features, capabilities, and benefits of similar educational technologies.
o Explain the benefits and limitations of comparing similar educational technologies.
o Determine which teaching and learning situations a selected educational technology is best suited for.
• Competency 3: Incorporate technology into the design of nursing education programs in academic and/or health care environments.
o Explain how a selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
o Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
o Write clearly and concisely in a logically coherent and appropriate form and style.

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Educational Technologies Comparison Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Compare the features, capabilities, and benefits of similar educational technologies. Does not compares the features, capabilities, and benefits of similar educational technologies. Conducts a cursory comparison of features and capabilities focused on key marketing and promotional attributes of the technology. Compares the features, capabilities, and benefits of similar educational technologies. Impartially compares the features, capabilities, and benefits of similar educational technologies, focusing on the salient characteristics of each technology. Articulates one’s assumptions underlying the comparison, and explicitly links those assumptions to their influence on decision making.
Explain the benefits and limitations of comparing similar educational technologies. Does not list benefit and limitations of comparing similar educational technologies. Lists benefits and limitations of comparing similar educational technologies. Explains the benefits and limitations of comparing similar educational technologies. Explains the benefits and limitations of comparing similar educational technologies. Provides a cogent, perceptive assessment, drawing rational, fully justified conclusions informed by a thorough analysis of comparable technologies.
Determine which teaching and learning situations a selected educational technology is best suited for. Does not describe teaching and learning situations in which a selected educational technology could be used. Describes teaching and learning situations in which a selected educational technology could be used. Determines which teaching and learning situations a selected educational technology is best suited for. Determines which teaching and learning situations a selected educational technology is best suited for. Draws fully justified conclusions reflecting an accurate and perceptive assessment of effective technology use.
Explain how a selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program. Does not describe typical applications for the selected teaching, learning, or assessment technology. Describes typical applications for the selected teaching, learning, or assessment technology. Explains how a selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program. Explains how a selected teaching, learning, or assessment technology can be incorporated into a specific nursing education program. Provides an articulate, perceptive explanation that considers all aspects of the technology that will contribute to improved outcomes.
Support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Does not support assertions, arguments, propositions, and conclusions with relevant and credible evidence. Provides sources that lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of assertions, arguments, propositions, or conclusions. Supports assertions, arguments, propositions, and conclusions with relevant and credible evidence. Supports assertions, arguments, propositions, and conclusions with relevant, credible, and convincing evidence. Skillfully combines error-free source citations with a perceptive and coherent synthesis of the evidence.
Write clearly and concisely in a logically coherent and appropriate form and style. Does not write clearly and concisely in a logically coherent and appropriate form and style. Writes in a manner that lacks clarity or conciseness, is loosely structured, or includes errors in grammar, mechanics, or APA formatting that inhibit effective communication or detract from good scholarship. Writes clearly and concisely in a logically coherent and appropriate form and style. Writes clearly and concisely in a logically coherent and appropriate form and style; and ensures the main points, ideas, arguments, or propositions are well developed and engaging. Adheres to all applicable disciplinary and scholarly writing standards and conventions, including error-free APA formatting.

 

 

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