instructional design for medical librarians
TRANSCRIPT
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?
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