ncura m14 - creating online modules for research education 041910
TRANSCRIPT
Creating Online Training Modules for Research Education
Tony Onofrietti, M.S., CRSSDirector of Research Education
Jackie Hinton, M.S.Project Administrator, Pediatrics
NCURA Region VI & VII MeetingNewport Beach, CaliforniaApril 19, 2010
Meet Your Colleagues
Please indicate your gender:
Female
Male
20%
80%
1. Female2. Male
♀ ♂
Where are you from?
Alas
ka / H
awai...
Ariz
ona C
aliforn
ia C
olorado
Idah
o / Montan
... N
ew M
exico
Oreg
on
Utah / W
yoming
Was
hington O
ther
13% 13%
63%
4%
0%0%0%
4%4%
0%
1. Alaska / Hawaii2. Arizona3. California4. Colorado5. Idaho / Montana /
Nevada6. New Mexico7. Oregon8. Utah / Wyoming9. Washington10. Other
At my institution, we conduct …
Formal
resea
rc...
Inform
al res
ea...
Both fo
rmal
an...
No re
searc
h tr...
8%0%
63%
29%
1. Formal research training and educational outreach
2. Informal research training and educational outreach
3. Both formal and informal research training
4. No research training
Agenda
• Describe content integration and instructional design best practices for online training
• Discuss the process for translating curriculum content to online training modules
• Demonstrate a variety of features and web resources to enhance the online learning experience
Benefits of Research Education
• Increased job proficiency• Knowledge gain and share• Challenge and competency• Personal growth• Professional value (internal & external)• Retention and mentoring• Nurturing and succession
Additional Benefits
• Entire constituency may participate and contribute
• Social networking• Establishes a baseline of knowledge• Training becomes individualized, personal
and meaningful• Best practices and current trends
become standardized• Coordinated outreach reduces
organizational costs
Research Administration Training Series (RATS)
Goals & Objectives• to ensure compliance with all federal and
university regulations• to enhance the overall productivity of
members of the research community• to develop a standardized body of
knowledge, and• to support and maintain best practice
methodologies in research
www.education.research.utah.edu
At my institution, we offer …(Please select any that apply)
Live le
cture
class
es
Computer
Lab, “
han...
Small gr
oup, o
nsite t
r...
Onlin
e trai
ning W
ebina
rs
All o
f the a
bove
None o
f the a
bove
23%
14%
28%
1%
9%12%
13%
1. Live lecture classes
2. Computer Lab, “hands-on”training
3. Small group, onsite training
4. Online training5. Webinars6. All of the above7. None of the above
Live and Online Resources• Traditional Lectures
• Internal Experts• External (Consultants, Professional
Associations, Other Universities)• Partner with other institutions• Cross-departmental information share
• Online Instruction• Internally-developed courses / classes / modules
– Human Resources, Library, Instructional Media Services• External (Federal, Sponsors, Other Institutions)• Webinars and Podcasts• Video streaming• Interactive Technology
Getting Started
• New program or expansion of existing program• Objective assessment about administrative
commitment• Time and resources must be provided• Departmental support• Target marketing (faculty, post-docs, staff,
graduate & undergraduate students)• Specify developers, software & platforms• Identify available institutional resources and
instructional technologies
Content Development
• Open Source Information(Governmental Agencies, Sponsors, Web Links)
• Subject Matter Materials(Books, PowerPoint, Word Documents, .PDF,
Video, Audio, DVDs, Surveys)
• Reference and Review(Concept Mapping, Quizzes, Tests, Interactive
Exercises, Essays, Case Studies, Wiki, Pictures, Diagrams, Progress Meter)
• Feedback and Documentation(Question Banks, Record of Completion)
At my institution …
We h
ave a
fee .
.. W
e do n
ot hav
e...
Not A
pplicab
le
17%9%
74%1. We have a fee
structure for our training programs
2. We do not have a fee structure for our training programs
3. Not Applicable
Cost Reduction
• Time and Attendance• Travel and Accessibility (24/7)• Presenters
(Recruitment, Availability, Effort)• Facilities• Supplies and Amenities• A/V and IT Equipment• Infrastructure
(Registration, Marketing, Monitoring)• Other?
Budget Justification• Needs assessment indicates that providing
online training modules for principal investigators, faculty, postdoctoral scholars and research personnel across all academic and administrative departments would increase both our educational outreach efforts and teaching effectiveness.
• Reference cost estimates for class development
• Funding would cover expenses related to instructional design of lesson materials, audio/visual recording and editing, quizzes and self-reviews, proficiency testing and an electronic verification system.
• A learning and data management system, such as UU RosterTech, will be used to host our branded modules
At my institution, we offer …
Inter
nal ce
rti...
Extern
al ce
rti...
Both In
ternal
... N
o certi
ficati
...
17%
70%
4%9%
1. Internal certification training programs
2. External certification training programs
3. Both Internal and External training programs
4. No certification training programs
At my institution …
We o
ffer C
EUs ...
We d
o not
offe...
Not A
pplicab
le
10%
38%
52%1. We offer CEUsfrom professional associations
2. We do not offer CEUs from professional associations
3. Not Applicable
The Research Administration Training Series (RATS) provides a comprehensive curriculum for research operations and management at The University of Utah.
• All members of the University research community are invited to participate in any individual class of interest
• The Office of the Vice President for Research recognizes the completion of certain specialized tracks of instruction by awarding a Certificate of Achievement
• Unless otherwise specified, a class is eligible for application towards a Certificate of Achievement for 24 months upon its completion.
• Recertification - it is recommended that each Certificate of Achievement earned be recertified once every 2 years.
• An awarded Certificate of Achievement may be recertified by completing the required traditional or online classes.
Overview
• Process for creating PowerPoint-supported live lectures
• Process for Translating PowerPoint Live Lecture to Online Training Modules
• Tips for Writing Clearly
Know Your Audience
Adult LearnersCharacteristics
• Self directed• Bring personal & professional
knowledge & experiences • Goal Oriented• Practical • Respect and self-esteem
Designing PPT Curriculum
• Create a content outline– Introduction– Main points – Graphics– Summary
• Use effects to highlight the main points
• Keep it simple
Live Lecture Online Training
• Challenges– Filling the information gap – Avoid writing too much
information– Keeping content interesting
• EDIT EDIT EDIT
Why Clear Writing is Important
• Easier to read and understand• Prevents misunderstanding
between you and reader• Saves time and avoids errors• Gets the job done the first time
How Do You Write Clearly?
Ask yourself 3 questions:
1. Who is my audience?2. What are their needs and
abilities?3. What do I want to tell my reader?
How Do You Write Clearly?Then…
1. Write what is important2. De-emphasize what is of
secondary importance3. Eliminate the rest
How Do You Write Clearly?How much should I write
1. Write as much as necessary• Covers key points & details
2. Write as little as possible• Stay as close as possible to
minimum need to convey your message
Examples of Clear Writing
Say it directly
o1st Attempt: All staff employees are asked to submit their reports by the end of the year.
oBetter: Staff work reports are due by December 31.
Writing Clearly
Don’t change verbs into nouns
o1st Attempt: The general is involved in a discussion of the movement of the troops.
oBetter: The general discussed troop movements.
Writing Clearly
Eliminate unnecessary prepositions
o1st Attempt: By virtue of learning to write better, you will open a whole new world with reference to career opportunities.
oBetter: Learning to write better will open a whole new world regarding career opportunities.
Writing Clearly
Eliminate unnecessary words
o 1st Attempt: Basically, student performance is actually more dependent on parental involvement than any particular technology skill.
o Better: Student performance depends more on parental involvement than on technological skills.
Writing Clearly
Use the active voice
oPassive: The baseball was thrown by the pitcher to the catcher.
oActive: The pitcher threw the baseball to the catcher.
Writing Clearly
Avoid negative writing
o1st Attempt: Anyone not wearinga bathing cap will not be allowed in the pool.
oBetter: You must wear a bathing cap while in the pool.
Writing ClearlyAvoid jargon
o1st Attempt: A chart review will be conducted to identify children with JIA to conduct our proposed study.
oBetter: We will review medical reports to identify children having Juvenile Idiopathic Arthritis (JIA) for our proposed study.
Writing Clearly
Explain difficult words in their context
o 1st Attempt: Every season, your sprayer should be calibrated.
o Better: Every season, calibrate your sprayer by measuring the output of each nozzle to make sure that each one is putting out the same amount of spray.
SummaryAsk 3 questions to develop
curriculum content
1. Who is my audience?2. What are their needs and
abilities?3. What do I want to tell my reader
• Consider adult learning styles!
Summary
Write clear, concise online content
1. Write what is important2. De-emphasize what is of
secondary importance 3. Eliminate the rest
Summary
• Use a warm and conversational tone• Use terms your reader can picture• Tie into your reader’s experience• Have others review/edit your writing
Professional authors have editors, why shouldn’t we?
At my institution …
We u
tilize
a l...
We d
o not
util...
Not A
pplicab
le
27% 27%
45%1. We utilize a learning and data management system
2. We do not utilize a learning and data management system
3. Not Applicable
The most frequently cited deficiencies found at clinical trial sites by FDA inspectors are related to informed
consent.
True
False
20%
80%
1. True2. False
While struggling financially to complete a non-profit research project to assist offshore fisherman in locating
large schools of tuna, the Defense Department offers to provide funds to develop your technology exclusively
for military use. Would you accept the funds and the corresponding direction
and restrictions on your research?
76%
24% 1. Yes2. No
For More Information
Tony Onofrietti, M.S., CRSSDirector of Research Education
NCURA Region VI & VII MeetingNewport Beach, CaliforniaApril 19, 2010