WHRO Non-Broadcast Educational Activities

<v Speaker>[music] AAC and satellite video conferences, interactive learning seminars for <v Speaker>today's professionals dedicated to providing health care that is driven by the needs of <v Speaker>patients and families. <v Speaker>Today's video conference: supporting difficult health care decisions for patients, <v Speaker>families and providers. Here's your host, Nancy ?Mullane? <v Speaker>Hello and welcome. Throughout the next 2 hours, we will discuss an exam and <v Speaker>the difficult decisions surrounding end of life treatment facing health care <v Speaker>providers, patients and their families. <v Speaker>Will the caller from Columbus, Ohio go ahead, please. <v Speaker>Yes. What happens when the patient has an advanced directive not <v Speaker>to be resuscitated, but family comes in as the patient is taking his last <v Speaker>breath and asks that the patient be resuscitated? <v Speaker>What should the nurse do? And if she does nothing, does the family have a lawsuit? <v Speaker>Well, I'll answer the second part of it. <v Speaker>First, whether or not the family has a lawsuit.

<v Speaker>If if there is a valid advanced directive, and it's in the <v Speaker>record and the facility has it- and then the facility then follows that even though it's <v Speaker>against the family's wishes, there shouldn't be any liability because that is what the <v Speaker>patient wanted and the patient's entitled to have that treatment provided to them, even <v Speaker>though it is non-treatment. It's part of the whole spectrum of treatment <v Speaker>that they're entitled to. <v Speaker>So there shouldn't be any liability. <v Speaker>I'll let the nurses talk about how you handle it when suddenly it arises, <v Speaker>and it hasn't been talked about before. <v Speaker>Broadcast Channel 15 delivers PBS programing and state funded ITV. <v Speaker>A higher education channel is fed by cable to over 350000 homes, <v Speaker>and on premise KUBAN satellite uplink feeds national video conferences produced <v Speaker>by WHRO, local universities and others.

<v Speaker>ACBAN uplink accessed by microwave is used for similar programs. <v Speaker>WHRO is part of a statewide microwave network linking us with 4 other public <v Speaker>TV stations and other institutions. <v Speaker>12 strands of fiber optic links with Old Dominion University, a major local <v Speaker>provider of Tele-courses and video conferences. <v Speaker>Our 4 Channel ITFS network link schools, colleges and universities, <v Speaker>hospitals, businesses, government agencies and military installations. <v Speaker>The ITFS plan began years ago. <v Speaker>In 1985, WHRO applied for a single series of 4 ITFS e-channels <v Speaker>to cover the broadcast pattern with WHRO's Broadcast Center as the regional hub. <v Speaker>In 1989, we purchased the Centex ITFS network, bringing other licenses <v Speaker>and towers into this unified plan. <v Speaker>A grant from NTIA secured other licenses on the node. <v Speaker>The current ITFS network is made up of 38 transmitters and over 50 receive

<v Speaker>antennas. <v Speaker>One use of ITFS is to overcome problems of isolation and distance. <v Speaker>Tangier Island lies in the middle of the Chesapeake Bay between Virginia's Eastern Shore <v Speaker>Peninsula and the mainland. <v Speaker>It is accessible only by boat or air. <v Speaker>The island school has had difficulty securing and keeping qualified teachers and <v Speaker>justifying courses for small enrollment by interconnecting the island to the peninsula <v Speaker>school by ITFS turns your students have new courses available to them. <v Speaker>And the superintendent uses the system to brief administrators directly without the need <v Speaker>to travel. <v Speaker>The Eastern Shore is isolated. <v Speaker>There are several barriers that occur for people on the Eastern Shore to <v Speaker>seek advanced education.

<v Speaker>That is the natural geographic barriers that we have on the shore. <v Speaker>The $10 each way bridge toll, which if you're going to class three or four times a <v Speaker>week, that certainly adds up. The lack of trained professionals <v Speaker>in all kinds of subjects that could teach advanced <v Speaker>degree people and also the lack of actual schools here. <v Speaker>Debbie HRO, an old Old Dominion University, have done everything possible <v Speaker>to bring programs to the community. <v Speaker>It makes a lot of difference in travel time. <v Speaker>I'm a mother and a wife and a nurse manager. <v Speaker>So therefore, time is not something I have a lot of classes <v Speaker>right upstairs. When I finished my work, I can go upstairs. <v Speaker>That made a difference to me and whether or not I get my Bachelor of Science degree <v Speaker>or not. <v Speaker>If they were not here and so convenient, I wouldn't be able to do it.

<v Speaker>This is a vital part of continuing the quality of care that <v Speaker>our hospital and the other shore providers need to give. <v Speaker>I think it makes good business sense because you're not going to have turnover <v Speaker>to the same degree that you do if people are dissatisfied in their jobs. <v Speaker>It allows people to develop themselves to grow as much as they feel that they <v Speaker>can in their particular aspect of their jobs. <v Speaker>And I think it gives the patients a higher quality of <v Speaker>care. And that's exactly what we're trying to promote. <v Speaker>They arrived by the hundreds cars, vans and buses pulling cart loads of apples

<v Speaker>and migas, IBM, Max and Tandy, they came to turn on Budoff, log <v Speaker>in and put their bits, bytes and wits against one hundred seventy two teams of students <v Speaker>from around Hampton Roads. <v Speaker>They came for the seventh annual great computer challenge. <v Speaker>Over five hundred students ages 5 through 18 came to measure their computing skills <v Speaker>against students their own age. <v Speaker>The Great Computer Challenge The day long competition participants match wits in a <v Speaker>variety of computing skills, including basic Pasko logo graphics <v Speaker>and desktop publishing. Over 100 teachers sponsored challenged teams. <v Speaker>They began preparing their students months before the competition. <v Speaker>They always think it's for computer nerds. They- they really do. <v Speaker>When the first people I say it to, they say that's for computer nerds. <v Speaker>I'm I going to do that. But when we start talking about how much fun it can be and how <v Speaker>programing is is really just it's it's a brainteaser. <v Speaker>You'd have to think like the computer. You have to think logically. <v Speaker>As soon as you get that idea planted in their brains, then <v Speaker>they're able to overcome that first little.

<v Speaker>This is sort of nerdy. And the kid that brought with me are not nerds. <v Speaker>Medals and trophies are awarded to the winners in each category. <v Speaker>At the beginning of the competition, judges present the students with specific problems <v Speaker>which they must complete in the a lot of time. <v Speaker>If the students want to win. Teamwork is a necessity. <v Speaker>They used to work in individual in the classroom, and they have to come together with one <v Speaker>machine and a group of two to five people, and they have to function together <v Speaker>on a cooperative basis, which is what we're trying to push more and more for in the <v Speaker>classroom, because it's more like the real world situation. <v Speaker>They're great with learning to work together. <v Speaker>And I think getting around the computer and learning that you see and they teach one <v Speaker>another, they sit at the computer and one learns and then another one teaches them. <v Speaker>And I think that's great. And I've had students who go on to college who say because they <v Speaker>use the math in high school, they are able to get jobs at different colleges <v Speaker>like one way. <v Speaker>What do you the aide who got a job with his. <v Speaker>Some club that he joined with the television and the Mac and all this combined. <v Speaker>So I think it helps them when they go to college to not only do the

<v Speaker>skills used in the challenge benefit the students beyond high school. <v Speaker>The students take what they have learned back to their schools. <v Speaker>The desktop publishing group came from my computer club and <v Speaker>I've had several teachers come back and say all we were doing this program in the <v Speaker>classroom and I don't have to go over and help anybody anymore because these kids can <v Speaker>go over and help the other children in the room to run the program. <v Speaker>But what's the best thing about the great computer challenge? <v Speaker>Everything you plan. <v Speaker>Pretty funny. What's the best thing that we give <v Speaker>these T-shirts severely damaged, their self-esteem <v Speaker>goes straight up. <v Speaker>Yeah. Like I said, it's a challenge for them. <v Speaker>Some of them, it brings them out. <v Speaker>Some of them are very shy. At first, they don't have <v Speaker>a good self-confidence.

<v Speaker>And as you work with them and as they begin to see that, they. <v Speaker>Yes, I can do this. <v Speaker>They come out more and more and they believe in themselves. <v Speaker>When you finish the great computer challenge, you boost student's <v Speaker>interest and excitement. Computers help prepare them for their future. <v Speaker>I think that in 2000, computers are going to be based around every single job they have. <v Speaker>Technology's going to be the certified. <v Speaker>It's been one of my favorite parts of being here is being online and feeling

<v Speaker>that that power of communicating wherever and about whatever. <v Speaker>It's really been a joy working with something new and exciting and something I know that <v Speaker>children can use with a minimal amount of training. <v Speaker>My knowledge has increased tenfold. It's been really a lot of fun. <v Speaker>Wagner Publishing. It just came out in May. <v Speaker>So it's a very new product on the market. <v Speaker>The new product price is ninety nine dollars. <v Speaker>And I think that's only good until about the time school starts. <v Speaker>These educators are attending tech track. <v Speaker>I'm one of several intensive week long workshops sponsored annually by the C <v Speaker>I. The Consortium for Interactive Instruction pointing at teachers <v Speaker>and administrators are introduced to the latest hardware and educational software

<v Speaker>products and something of the change process required to more effectively <v Speaker>integrate technology into the curriculum. <v Speaker>It will bring in pictures from from the Zap Shock camera and movies <v Speaker>and video. So I'm going to walk you through each one of those processes so <v Speaker>you can see it. And as you develop your stack, it will be one I can sign out for, right? <v Speaker>Oh, do you credit? I can just sign. <v Speaker>Schools are strongly encouraged to send a team of people to tech track. <v Speaker>If you are an administrator and two teachers is considered, I'm delighted about what <v Speaker>these people will not necessarily work together during tech trek. <v Speaker>But we'll become agents for change when they return to school. <v Speaker>And this is where hyper hype first studio gets really <v Speaker>exciting because this part is what's hard in most programs and really easy <v Speaker>to do in a hyper studio. <v Speaker>Tetrick is held at a remote location to help shake the educators out of their day to day <v Speaker>grind. <v Speaker>Actually, the whole concept, and I think it's a really valuable one, is that they're away <v Speaker>from their everyday stresses of their home, their school, their kids.

<v Speaker>And the environment is totally different. <v Speaker>And we give them all the tools and the toys and the technology and we provide <v Speaker>time for them to play with it and give them lots of chances to do that. <v Speaker>An environment like this. You want something that is relaxing, that's fun, <v Speaker>that takes the mind away and lets <v Speaker>it focus on totally different activities. <v Speaker>And when your point is nice that way, because of the boats and because of the marina, and <v Speaker>it's an environment that you can come into and say this is a nice place and <v Speaker>if you feel comfortable in your environment, then you're ready to learn. <v Speaker>Let me show time here. <v Speaker>These are ways of exploring. This is the program where the kids could actually create <v Speaker>their own shows. <v Speaker>So take the tech trek day is broken into many parts which fall into three <v Speaker>basic threads instructional, physical and reflective. <v Speaker>Yes, if it's level 3, it has its own software that

<v Speaker>is coded toward what's on the disk for the information, for everything that you need. <v Speaker>It's very specific. <v Speaker>Participants are grouped according to their technology experience so presentations can be <v Speaker>focused to the group readiness level and also in a more random, heterogeneous grouping <v Speaker>for taking part in pentathlon and team building activities. <v Speaker>The weeks calendar is packed with activities and at times gets rather tense. <v Speaker>In fact, the consultants engage in what might be termed creative scheduling to work <v Speaker>against participant burnout. <v Speaker>We do. <v Speaker>We do burn them out strenuous. <v Speaker>A little bit of food, very little sleep and a lot of work. <v Speaker>And that's why we purposefully closed down the lab at certain times. <v Speaker>So we build in a lot of team building activities. <v Speaker>We build in physical activities, we build fun activities, but they <v Speaker>need to have that balance of the water, volleyball, the pentathol on <v Speaker>because they need to have physical activity as well as mental activity. <v Speaker>We have fun.

<v Speaker>We laugh together, we learn together, we play together. <v Speaker>So it does not seem like long hours, <v Speaker>but it's a long, tough week. And coping with learning new technologies means changing <v Speaker>some of their own prejudices. <v Speaker>As consultive Diane Laurence explains, change is critical, but change is very <v Speaker>difficult because we all know that we really teach the way we were taught. <v Speaker>And so most of us that are here, we're taught with the teacher standing in front the <v Speaker>classroom where the teacher was the fountain of all knowledge. <v Speaker>And so we have to change that model in our own mind and say it's okay <v Speaker>for me to model learning. <v Speaker>I don't know have to know everything. <v Speaker>I can stand there and say to my kids, you know, I don't know how this technology works, <v Speaker>but together we can learn. <v Speaker>So change is a real critical part of this is we and change is what tech <v Speaker>track is all about, this changing attitudes, changing technologies <v Speaker>and changing curriculum interwoven into every aspect of the week. <v Speaker>Change is also the subject of an entire morning's activity.

<v Speaker>Participants joined their home school groups to play the change game. <v Speaker>The change game is a simulation game based on research that <v Speaker>enables participants to working teams and actually put an effective change <v Speaker>to a school district. <v Speaker>The change game is a real simulation with real teachers that they recognize in their <v Speaker>schools, the ones who are ready to go, the ones who don't want to change. <v Speaker>So when they go back to their school and they try to do something, they can say, now <v Speaker>let's see what's gonna be most effective to do first, what order and to be more aware <v Speaker>and cognizant of those change processes. <v Speaker>But why are we going to all this trouble? <v Speaker>What's so important about having technology in our schools anyway? <v Speaker>We can individualize the instruction to each student's needs much better <v Speaker>with technology. We can address to their learning styles <v Speaker>and we can have them more cooperatively, very easily with <v Speaker>with the technologies that are out there and available. <v Speaker>This is a marriage of two things technology and inseminating those skills and

<v Speaker>being able to be a change agent, change the culture, high schools. <v Speaker>I think technology is important to have in our schools because <v Speaker>students the way that students learn with technology and the way they are able to <v Speaker>express their knowledge is different. <v Speaker>They're going to live in a world that is a lot different than the world we live in today. <v Speaker>And they need to have those experiences with the technology where they're learning to <v Speaker>analyze, synthesize and present information back vast <v Speaker>amounts of information more than we're ever used to coping and dealing with. <v Speaker>And technology is a tool that allows them to do that. <v Speaker>We want to do is give teachers the tools they need, the information, <v Speaker>the confidence, the enthusiasm to go back and make a change for <v Speaker>the kids. Bottom line is we're doing this for the children. <v Speaker>What a difference it makes for them. <v Speaker>Outstanding. And what do the participants think of their experience? <v Speaker>We had opportunities. <v Speaker>Time and time again to handle materials firsthand

<v Speaker>and find out that it's really not as terrifying as I thought it might <v Speaker>be. I've got a lot of information and what I need to do now is go back and sort <v Speaker>of sort it all out, the programs that we've been working on. <v Speaker>I think some of them are easy enough that the kids can start out and feel very successful <v Speaker>immediately. When you think about all the technology and all the tools, it's really the <v Speaker>people that make a difference. <v Speaker>And it doesn't matter what we have unless we have people who care about kids <v Speaker>and care about what all this stuff will do for kids. <v Speaker>More than a thousand teachers learned how to better connect their classrooms to the

<v Speaker>future. At the 10th annual Technology and Education Conference presented by WHRO <v Speaker>and the Consortium for Interactive Instruction WHRO congratulated Technology Educators <v Speaker>of the Year Larry Smith and Kevin Rose and technology administrator of the Year Pamela <v Speaker>ridic. The Technology and Education Conference is another way that Hampton Roads teachers <v Speaker>and students live and learn with WHRO. <v Speaker>WHRO was helping Hampton Roads teachers connect their classrooms to the future. <v Speaker>More than a thousand educators attended the 10th annual Technology and Education <v Speaker>Conference presented by WHRO and the Consortium for Interactive Instruction. <v Speaker>The world coming tomorrow will hold information that we don't even know about right <v Speaker>now. And coming to a conference like, yes, we're learning <v Speaker>how to tap into that information and how to go beyond how <v Speaker>to open that door to the future of the learning for. <v Speaker>The annual Technology and Education Conference, another way that Hampton Roads teachers <v Speaker>and students live and learn with WHRO.