instructional design for medical librarians

Learning By Design

Instructional Design for Medical Librarians

Objectives• Describe the basic principles

of instructional design• Distinguish between

educational technologies to investigate when creating an instructional design plan

• Create a short tutorial using educational technologies based on sound instructional design theoryAttribution: StockMonkeys.com

What’s the need for an instructional designer?

Image courtesy of candycrush.wikia.com

Overview of Curriculum at University of Illinois at Chicago College of Medicine

M1 M2• Cell & Tissue Biology (fall)• Medical Biochemistry (fall)• Anatomy / Embryology

(fall/spring)• Essentials of Clinical Medicine 1-2

(fall/spring)• Physiology I/II (fall/spring)• Neuroanatomy (spring)• Brain & Behavior (spring)• Medical Genetics (spring)• Human Development

(spring)• Basic Immunology & Microbiology (spring)

• Essentials of Clinical Medicine 3-4 (fall/spring)

• Clinical Pathophysiology (fall/spring)

• Medical Pharmacology (fall/spring)• Pathology (fall/spring)• Clinical Microbiology & Immunology (fall)

• Psychiatry (spring)

Instructional Design Theories

http://carbon.ucdenver.edu/~mryder/itc/idmodels http://www.instructionaldesign.org/theories/index.html

ADDIE

Analysis

Design

Development

Implementation

Evaluation

Backward Design

Photo Credit: ©iStockphoto.com/arcady_31

• Merrill’s First Principles of Instruction• Dick and Carey Model• Kemp’s ID Model• Gagne’s Nine Events of Instruction• Bloom• Kirkpatrick• Etc.

Analysis• What types of learning

constraints exist?• What are the delivery

options?• What are the

pedagogical considerations?

• What is the timeline for project completion?

Design• Documentation of the project’s

instructional, visual, and technical design strategies

• Apply instructional strategies to outline/create course content

• Create storyboards

• Design the user interface and user experience

• Prototype creation

• Apply visual design

Getting there…

Much better…

Development• Developers create and

assemble the content assets

• Programmers work to develop and/or integrate technologies

• Testers perform debugging procedures

• Project is reviewed and revised according to feedback from team

Development• Populate modules with

content (tables, videos, images, text, etc.)

• Blackboard tools: Blog, discussion board, quizzes, group tools, mashups, etc.)

• Integrated tools: Echo360, Collaborate, Explain Everything, Sharestream

Implementation• TAs and Instructors prepared to use new tools used in course

• Learners prepared to use new tools, mode of delivery, and pedagogical approach

• ID ensures that the learning materials (books, hands-on equipment, tools, and software) are in place and course site is functional

Evaluation• Formative evaluation

• Informing the design

• Present in each stage of ADDIE process

• Summative evaluation

• Informs instructional design improvements

• Conducted after course implementation is over

• Need data from systems and users

1. Coherence Principle - exclude extraneous words, pictures, sounds2. Pre-training Principle - ensure students have prior knowledge of

names, characteristics of concepts3. Spatial Contiguity Principle - present corresponding words and

pictures in close proximity to one another4. Temporal Contiguity Principle - present corresponding words and

pictures simultaneously rather than successively5. Signaling Principle - highlight important words

RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES

RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES (CONT)

6. Redundancy Principle - pair animation and narration together without on-screen text

7. Voice Principle - use non-accented human spoken voice for narration over machine-simulated or foreign-accented human voice

8. Personalization Principle - employ conversational style, instead of formal style to present words

9. Segmenting Principle - offer narrated animation in learner-paced segments rather than a continuous unit

10. Modality Principle - pair animation and narration together instead of pairing animation and on-screen text

Multimedia Design

Medical EducationVolume 45, Issue 8, pages 818-826, 14 JUL 2011 DOI: 10.1111/j.1365-2923.2011.03988.xhttp://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.03988.x/full#f1

(Meta) Analysis Phase

Best Practices Guidelines

• Decided on by studentsand faculty and covers:

• Backgrounds• Fonts• Objectives• Summary slides• Etc.

Faculty Development• Faculty Development Series begun (more formally) in spring 2014

• Best Practices in Learner-Centered Instruction

• Creating Effective Independent Learning Assignments

• Best Practices in Creating Powerful PowerPoint Presentations

• Setting the Stage: Meeting LCME Standard 6.3

• Hands on with Explain Everything

• Poll Everywhere

• Approaches to the Flipped Classroom: Achieve Student Engagement with Active Learning Techniques

Lecture CaptureMobile Apps

• Explain Everything, http://explaineverything.com/

• ShowMe, http://www.showme.com/

• Doodlecast Pro,

• Educreations

• Echo360

• Panopto

• Adobe Voice, Adobe Slate, https://standout.adobe.com/slate/

• Etc.

Laptop / Desktop

• Reflector, http://www.airsquirrels.com/reflector/

• Camtasia

• Captivate

• Countless other screen casting titles

Educational Methods: Ways of Delivering

Content• Readings• Lecture• Discussion• Reflection

• Small group

• Team-based learning

• Standardized patients

• Clinical experiences

• Etc.

Blackboard Numerous “fixes” with student / faculty input

Please, no.Please, no.

Yes, please!Yes, please!

Observation of Lecture

Flipped Classroom & Active Learning

https://www.youtube.com/watch?v=wont2v_LZ1E

Active Learning Exercises• Teamwork• Debates• Self-reflection• Case Studies / Poll Everywhere• Team-Based Learning• Problem-Based Learning

McLaughlin, et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine (89),2. 236-242.

Flipped Classroom• Instructors prerecord lectures

and post online for students to watch

• Class time is dedicated to student-centered learning activities

Team-Based Learning (TBL)

CommitteesTechnology - Enhanced Medical

EducationBasic Principles for Teaching with

TechnologyLMS Governance Board

By Peter Mercator (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

https://tlc.uic.edu

Considerations

Evidence-Based MedicineMedical librarian and ID worked together as part of a committee to create

EBM questions for a TBL

https://youtu.be/goESaYiXVSM

Demonstration of a few tools

ActivityCreate a short 2-3 minute tutorial using a program of your choosing and submit it here. Some of the programs that were discussed in the webinar: 

◦ Explain Everything (tablet app)◦ PowToon◦ Camtasia◦ Captivate◦ ShowMe

You will create a short video to illustrate something that might be particularly difficult for your audience to grasp, and perhaps a visual/audio explanation can help with understanding of the topic.

Submit here: https://uofi.box.com/MLA-December-2015

Instructions on how to submit are on the Moodle site!

Staying up to date• DR-ED listserv

• EDUCAUSE

• Read by Qx

• Linking institutional access to premier journals

Max AndersonUniversity of Illinois at Chicago

College of MedicineOffice of Undergraduate Medical Education

max@uic.edu312-996-5898