NUR 672 Module 4 Escape Room: EdTech Tools and Presence in Online Learning Example

Unlocking Presence: Community of Inquiry Strategies, a Welcome Video Script, an AI Tool Evaluation and a Peer Review for an Online Nursing Course

Student Name

Edson College of Nursing and Health Innovation, Arizona State University

NUR 672: Design and Delivery of Mediated Instruction

Instructor Name

Month Day, Year

Unlocking Presence: Community of Inquiry Strategies, a Welcome Video Script, an AI Tool Evaluation and a Peer Review for an Online Nursing Course

Challenge 1: Presence Strategies Using the Community of Inquiry Model

The Community of Inquiry model holds that meaningful online learning comes from the overlap of three kinds of presence: teaching presence, which designs and directs the experience; social presence, which lets learners present themselves as real people; and cognitive presence, through which learners construct meaning by reflection and discourse (Garrison et al., 1999). Research on online courses has linked students' sense of social presence with how much they believe they learned and how satisfied they were (Richardson & Swan, 2003). My course is mostly self-paced, which makes presence harder to build, so each type needs a deliberate strategy.

Teaching presence: a clear start-here page, a short video at the start of each module explaining why it matters, weekly announcements during the discussion and timely, specific feedback on the summative discussion.

Social presence: a welcome video in which I appear in person, an optional "one patient I remember" introduction thread and replies that address colleagues by name and refer to their units.

Cognitive presence: branching scenarios that trigger the question "what would I do?", a discussion built on a single composite case and a closing reflection asking learners to name one change they will make.

Challenge 2: Faculty Welcome Video Script (about two minutes)

Opening (social presence). "Hi, I'm the clinical educator who built this course. Before I worked in education, I spent eleven years on a medical-surgical unit, and one patient, a man with an intellectual disability who could not tell us he was in pain, is the reason this course exists."

Purpose and path (teaching presence). "Over two modules and about four hours, you will learn practical ways to adapt communication, assessment and discharge for adults with intellectual and developmental disabilities. Start with the Start Here page; it shows how to move through the course on your phone or computer. I will post an announcement each week the discussion is open, and I will reply to every initial post."

Invitation to think (cognitive presence). "As you go, keep one patient from your own practice in mind. By the end, I will ask you what you would do differently for that person."

Close (social presence). "I'm looking forward to reading your posts. Welcome."

Production notes: captions added, video under two minutes, filmed in a quiet room with natural light, transcript posted below the video.

Challenge 3: Evaluating an AI-Based EdTech Tool

I evaluated an AI quiz generator available in our learning platform that drafts multiple-choice questions from uploaded slides. A review of large language models in education notes their potential to support content creation while warning about inaccuracy, bias and overreliance (Kasneci et al., 2023), so I used four criteria.

Verdict: useful for first drafts of knowledge checks, not for summative questions, and only after expert review of every item.

Challenge 4: Peer Review of a Learning Plan With AI as a Creative Partner

I reviewed a classmate's learning plan for an online course teaching new preceptors to give feedback to new graduate nurses. I first read the plan myself, then asked the AI tool to label the Bloom's level of each objective and compared its labels with mine.

Alignment: Each of the four module objectives supports one of the two course outcomes, and the summative assessment, a recorded feedback role-play, matches the outcome "demonstrate feedback that is specific and timely."

Bloom's levels: The AI and I agreed on three objectives. We disagreed on "Recognize effective feedback," which the AI labeled understand; I labeled it remember, because recognizing from a list is recall. I suggested changing it to "Distinguish effective from ineffective feedback in written examples," which reaches analyze.

Scaffolding: Module 1 sits at remember and understand and Module 2 jumps to create. Adding one apply-level objective, such as "Use a feedback model to rewrite a vague comment," would close the gap.

What AI added: it was quick at labeling and suggested two alternative verbs, but it accepted a stacked objective with two verbs without comment, which I flagged myself.

References

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., ... Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Online Learning, 7(1), 68-88. https://doi.org/10.24059/olj.v7i1.1864