Marisa  Tapia                                                                                          University  of  Colorado,  Denver  INTE  5200                                                                                                                                                        Fall  2012                                                                                                                                                  

                                     

Course Plan, Design Document and Short Course Project        

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Table of Contents Introduction page 3 Definitions page 3-4 Course Plan Guide page 5 Course Design Document page 18 Overview page 18 Instructional Design Decisions page 19 Four Stages of an Online Course page 19 Ten Core Learning Principles page 20 Best Practices for Teaching Online page 23 Tools and Technologies page 24 Learner Assessment page 25 Appendix A: Rubric page 26  

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I was asked at a conference a few months ago “how did you create those cool things you used in the training program” by several nurse educator colleagues. They asked me to teach them how to use several online tools (e.g., uploading a presentation to Slide Share and Prezi, creating an iMovie and uploading it to YouTube). Based on my colleagues’ feedback, these online tools are a valuable asset for their clinical staff and children. My colleagues informed me of the many things they do as nurse educators but do not know the latest tools to use or to even know how to use the tools effectively for their clinical staff. The purpose of this project is to provide an online course for nurse educators. The course will assist the nurse educator on how to use online resources to design and create education for their clinical staff and colleagues. The intended audience for this course includes nurse colleagues, nurse educators, nurse friends and my classmates. The participants of the study will include registered nurse educators, Clinical Nurse Specialists (CNS’s) and nurses designated to perform educator duties at the unit or department level. Although this particular course can be beneficial to any professional, it is intended to be an educational tool for nurse educators. Upon completion of the course I will be submitting the contact hour application for this course to the Association of perioperative Registered Nurses-AORN, to grant 8 contact hours for those who participate and complete the course. Definitions pertinent to this paper: Course: Training tool to facilitate nurse educators to design and develop education and training tools for their clinical staff. Course participant: Individual who is interested in the course and signs up for the training. Nurse Educator: Registered Nurse who is responsible for the coordination, development and execution of education, training and staff development offerings for their department or clinical specialty unit. Nursing Process: A systematic framework that serves as a guide for the registered when developing a plan of care. Components include assessment, planning, implementation of the plan and evaluating the proposed plan of care. The process is ongoing from admission through discharge of the patient from the healthcare facility.

Introduction

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Additionally it is a process of gathering information from objective and subjective data sources to include patient verbal responses, clinical assessment findings as well as lab and procedure results that establish the goals for the individual’s plan of care. Once the plan is developed the implementation phase begins. Care and treatment is provided which is then evaluated for effectiveness of the plan. It is during the evaluation phase where the nurse must determine if the goals were met, and if the goals of the plan of were not met the nurse must revise the plan of care and ensure appropriate changes for the goal or goals to be met. CARP: An acronym that defines basic graphic design principles to display graphics and text. CARP stands for:

• Contrast • Alignment • Repetition • Proximity

Instructional Technology: Theory and practice of design, development, utilization, management and evaluation process and resources for learning (Seels & Richie, 1994). Instructional Design: Systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities while executing and evaluating the instruction and learning activities. ADDIE Principle: A five-step instructional design process that includes an analysis, design, development, implementation and evaluation of the online teaching and learning content developed for a specified training or education opportunity. It is a process designed to consistently and continuously improves the content, course or training tool content of any given educational program feedback from the user or participant of the educational offering. Learning Management System (LMS): A software application either proprietary or a free web-based technology tool utilized to create and deliver online education courses or training to a designed set of individuals. It can deliver content, provide the use of interactive activities to promote collaboration through threaded discussions, accession through any secure internet connection, check and monitor participation as well as assess participant performance. Participants are given login and passwords to access the course. Web 2.0: Online forum of tools and the second generation of the World Wide Web encouraging the use of content to be shared with others to promote collaborative environments within social communities or a set of users with the main emphasis of sharing information.

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Asynchronous course: An online course that can be accessed at anytime. Asynchronous courses utilize the ability for participants to provide comments and promote discussion based on the education content being provided.

The first step in designing the course is the course plan guide. This course plan guide was designed to meet the needs of the nurse educator to learn how to create education and training tools for their department or unit clinical staff. Often, education time is limited to 30-60 minutes and most educators struggle with designing and developing education that all clinical staff can access. Of importance is the inability to offer the education to all shifts. A simple solution is to provide a course that will instruct and guide nurses to create education using such tools as Prezi, Issuu, Wall Wisher and Voice Thread, which are all online tools to develop online education thus off shifts could access the education at anytime. The following content depicts the stages of the course plan

Stage 1: Identify Desired Learning Outcomes

Purpose or The Big Idea: To provide an introductory course for nurse educators on how to utilize free online Web 2.0 tools to design, create and launch staff education and training. Establish Goals

• Discuss basic principles of instructional design • Discuss basic principles of graphic design • Implement CARP principles when designing and creating online learning • Compare and Contrast the ADDIE Principle and the Nursing Process as it relates

to nursing education and staff development • Identify types of resources to upload using Prezi, VoiceThread, Screencast and

other online tools. • Demonstrate how to successfully integrate online tools in teaching and learning

for clinical staff members.

What will the participants of the course accomplish or what will they know? • The participants of the course will be able to design and develop online

education for staff and colleagues pertinent to their specialty. • The participant will be able to utilize online Web 2.0 tools to design, create and

launch a unit of instruction to their staff. • Upon completion of the course the participant will share links of their works.

What specific understanding about the big idea is desired?

The Course Plan Guide

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Upon successful completion of the course the nurse educators will be comfortable using Web 2.0 tools to design, create and launch their work to share with staff, colleagues and class members. What misunderstandings are predictable? There will be a learning curve as some nurse educators may have very basic computer skills and these skills will be challenged and not be interpreted as unable to perform certain functions. The ability to post challenges by the participants via discussion boards and email notification to instructor. Participation in the discussion board is critical to the success of the participant. What prior knowledge do students have? How will you uncover this? Prior knowledge to basic computer skills and computer requirements will be identified within the course requirements and syllabus.

Stage 2: Create Assessments for Learning

How will you know students are learning? Participants of the course will be: Discussing, interacting, developing and creating online education, as each new online tool is introduced. I will provide an “executive summary” of the goals for each unit with clearly identified deliverables for the unit to include participation in the discussions, collaborative exercises and reflection. With each milestone in attaining the contexts of the learning, the participant will design, create and upload their work and share it with the class to ensure they are meeting their potential. Rubrics will be utilized to assist students and serve as a guide and reminders of what needs to be included in each “final” deliverable. Assessments

Student Work: • Instructor’s dialogue will be in Web 2.0 tools to introduce the subject matter to the

participants. • Online resources such as links and example tutorials will serve as the course

content. • Discussion boards will serve as “technical assistance” among their peers and

instructors. • Tests will be throughout each unit, with the final unit “test” being the actual

upload of the content they developed to the identified Web 2.0 tool. • Required readings will be in the form of online links with discussion boards to

identify key points of the readings and collaborative discussion will augment the learning.

Measurement: • I want the course to be pressure free and fun, so there are no grades per se,

however, in order to receive Continuing Education Credits (Contact Hours-CH) all units must be completed by providing the class with the link to the uploaded content to the specified Web 2.0 tool.

• With each lesson the participants will take a current tool they use such as a PowerPoint, Word document or any other tool and convert it to a more

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meaningful format for their clinical staff and this new format will be shared with the class.

• By answering a survey within the LMS/CMS regarding the unit of instruction the participants’ reflection will be shared with the group. A separate survey will evaluate progress and course objectives per unit.

Stage 3: Devise Learning Activities

Learning Activities: The first week will serve as an introduction to the course with participants utilizing a VoiceThread for introductions. With the first week being the exception, all other units will follow the following format. Each unit of instruction will contain 5 components to include:

1. Content introduction: • The instructor will introduce the course content for all units through the use of

a designated online tool with corresponding links to augment the content. • Here is the link to my first unit of instruction

This example will be part of my first lesson in the unit: Introduction to Instructional Design, ADDIE and basic Graphic Design principles https://prezi.com/qsbalrqwgpbk/resources-for-nurse-educators/

2. Learning Activities:

• In this section the student will be participating (posting) in discussion boards, responding to questions, visiting required links and viewing online tutorials (homework); identifying obstacles they encountered and asking the class questions as well. Instructor feedback will be provided to all posts to ensure “presence and visibility”.

• Implementation: • During this phase of the course, the participant will take a document they

developed past or present and utilize an online tool to design and create a learning tool.

3. Reflection: • In this phase of the course, the participant will be provided feedback from

their classmates and the participant will provide their own reflective stance as to why they created the document using the selected tool

4. Evaluation: • As the final phase of each unit, the evaluation component will be two-fold

evaluating progress from a participant’s perspective and evaluating the course, learning objectives and mentor progress.

How will students know where the course is going and what is expected?

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Participants will be informed during the introduction of the course expectations, requirements, assignments and final unit “test”. They will be provided all content and support (instructor and classmates) to meet the goals of the course. How will images (both from teacher and student) support learning? Images will be provided as augmenting the teaching and learning. Selected images will be also identified in the course introduction. The use of images will be discussed during Unit I: Introduction to Instructional Design and during Unit II: Introduction to the Basics of Graphic Design. A clear understanding of copyright will also be discussed in the syllabus as well as in Units I and II. What will generate and hold real student engagement? What will connect with students’ life, emotions, experiences, and understandings? Nurse educators are always willing to learn new things. New information is always welcomed when new applications, tools, resources are being offered to enhance if not better education and training tools. Since this information is new and innovative and not something nurse educators are aware of, the method of delivery and incorporating new tools to their own content will be very enticing and a welcomed venture. How will the learning activities be tailored (personalized) to the various needs, interests, background knowledge, and abilities of each learner? Discussion boards will serve several functions:

• To ask questions • To seek further clarification • To provide feedback • To share information • To collaborate among peers • To seek feedback from peers

Links, tutorials, course syllabus, rubrics and executive summaries will provide: • Guidance • Learning

Tests: although not graded only serve as completion items will provide: • Opportunities to reflect • Opportunities to test knowledge • Opportunities to review content if desired goal was not met

Links: will provide: • Further knowledge • Further questioning • Further links to view

Online Tools and Resources will provide: • New ways to deliver information to staff and colleagues • Provide new skills to use in their role • Collaboration and unit/department cohesion

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External Tools: • www.edu20.edu • www.slideshare.net • www.prezi.com • www.issuu.com • www.voicethread.com • www.wallwisher.com

These example will be part of my first lesson: Introduction to Instructional Design, ADDIE and basic Graphic Design principles https://prezi.com/qsbalrqwgpbk/resources-for-nurse-educators/ The following example will showcase how to take a simple word document, save it as a PDF and upload it to www.issuu.com here is the link to an example that I uploaded: http://issuu.com/marisarn/docs/tbh_final_for_issuu I will use: www.edu20.org as the CMS for my course. I began building the course in September 2012. I am continuously adding content to the course.

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This is where the course will be housed:

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Here is the webpage for the first section of unit one. Also, on the left hand side are key links and areas where I will house/store the lessons.

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The following graphic will show components of the assignments for this lesson

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The Resources page will provide resources and additional online tutorials and information that the nurse educator can view to augment her teaching style and enhance the education and training for their staff.

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At the time of this document I have several nurses interested in the course, this is what the course forum looks like.

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Unit 1 discussion board topics

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Unit 1Discussion is related to the following homework assignment:

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Purpose and Intended Audience: The intended audience will be:

• Nurse Educators

• Nursing Students (undergraduate and graduate) • Nurses • Clinical Nurse Specialists (CNS’s • Friends and colleagues wishing to participate in the course

The purpose of this course was to provide nurses and others an opportunity to participate in this course to create and design a tool to teach others. This course will also provide an opportunity for nurse educators to learn how to use Web 2.0 tools to network and share their new resources with nurse colleagues through the use of an online course. Additionally, the participants of the course will gain valuable insight to create and design courses specifically designed for their staff. Nurse educators are often tasked to create and design education that is relevant and current within their clinical areas of expertise. There is no question that each nurse educator provides pertinent information for their particular clinical specialty however, they many not know of other tools to design and create the necessary resources that their clinical staff may find useful, engaging and promotes learning. Although most facilities do utilize LMS’s (Learning Management Systems) nurses may not know how to utilize these tools or know that online tools exist to design and develop education. The course will have specifically detailed course objectives that will be measurable. The objectives will focus on teaching nurse educators how to develop and design online education for their staff through the use of free Web 2.0 tools. The learning outcomes are:

1. Discuss basic principles of instructional design 2. Discuss basic principles of graphic design 3. Implement CARP principles when designing and creating online learning

opportunities 4. Describe the ADDIE principles basic constructs 5. Discuss the Nursing Process 6. Identify the similarities between ADDIE principles and the nursing process

Course Project and Design Document

Overview

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7. Demonstrate how to successfully integrate online tools to create educational training resources

This course is an asynchronous course where the participants can access the course at anytime yet the course allows for collaboration and conversation through the use of questions and discussion forums. This will encourage participation, sharing of ideas and networking among the participants.

   

 The design decisions for this course were two-fold. First, the course is intended to introduce and teach nurse educators about Web 2.0 tools and second, to have them create education tools that they will share with the other course participants. Also to identify is that the course is to be completed over the course of 10 weeks. The course is divided into 5 units of instruction and each unit of instruction will contain 5 components to include:

1. Content introduction 2. Learning activities 3. Implementation 4. Reflection 5. Evaluation

These five components will encourage mentor visibility, participant collaboration, discussion and learning among all to include the mentor. Additionally, the participants will create projects and share their projects with their course colleagues who will critique, provide guidance and promote discussion and reflection from all participants.  

   

 According to Boettcher (2010) online courses progress through four stages which the author further identifies as:

1. Course Beginnings 2. Early Middle 3. Late Middle 4. Closing Weeks

Course Beginnings: The goal of this phase establishes a social community among the participants. Understanding or getting to the know the learner from the mentor’s or course director’s standpoint is crucial as well as. During this phase a learner’s readiness is assessed and the tools introduced during this stage are based on the learner’s background. For example, during this phase, which is the beginning of the course, the course content focuses on introductions, assessment of how participants learn and what their interests

Overall Instructional Design Decisions

Four Stages of a Course

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are. Additionally, another assessment that can be conducted is to ask participants “what they expect to gain from the course”. Early Middle: During the Early Middle stage of the course students or participants of the course initiate the “exploration” of the course. They begin to navigate through the course shell and review key components such as expectation, course syllabus and areas of the course that interests them such as the “discussion forum”, assignments and content. During this phase it is important to be visible in the course from a mentor standpoint as well as from a participant standpoint. The more interaction is evident, the more engagement occurs which in turn promotes the learning or the building blocks of the course content while accomplishing participation, collaboration and discussion that will be continuous and ongoing. During this phase, simple get to know each other exercise will promote course exploration and familiarization with the course shell navigation. Late Middle: During this phase the course participants are engaged, are not only answering questions but also asking questions to the course mentor and their course colleagues. Collaboration is evident through participation in threaded discussions, assignments and feedback to both the mentor’s questions but to each other. Throughout this phase learners are not only creating content but they are also networking and sharing their information with their course colleagues and others within their personal and professional networks. Closing Weeks: During this phase critical thinking is in place and the course participants are analyzing and synthesizing and molding the information into personalizing what they have learned into “blocks of instruction” suitable for their future audiences. The mentor is consistently supporting the learning and the participants’ involvement in the course. Additionally it is during this phase that the participant will explore other or additional information to adequately achieve their learning goals as well. The successful attainment of the 8 Contact Hours (CH) is awarded when all aspects of the course requirements are completed which includes a final project that is to be shared with the course colleagues.

     

 According to Boettcher (2010) there are ten core crucial learning principles associated with the successful execution of an online course. These principles not only guide the development of the course but also provide guiding principles to ensure best practices in online course development.

Ten Core Learning Principles

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The following table identifies Boettcher’s Ten Core Principles: Principles Selected Constructs Utilized in Course

Development 1. Every structured learning experience

comprises 4 elements which focuses on the learner at the center of the experience

Keeping the course participant at the center of the learning the mentor will:

• Design, plan, implement, manage and evaluate the learning content

• Provide support and guidance to the learner

• Provide visibility through the design experience within the course

The Learner will: • Guide the learning experience • Actively participate throughout the

course evidenced by collaboration and information sharing among course colleagues

• Will experience the learning differently and hone in on content that is critical to their individual learning needs.

• Access the course based on their own schedule, analyze and synthesize information that is specific to their learning needs

•

2. Learners bring their own personalized and customized knowledge, skills and attitudes to the experience

The nurses and other professionals who take this course will possess a unique and diverse knowledge base from all different specialties and disciplines that will encourage the sharing of ideas, information, asking additional questions and providing a collaborative stance based on new knowledge gained from the course.

3. Faculty mentors are the directors of the learning experience

The course is designed and developed by a registered nurse who has over 20 years of experience as a nurse and over 15 years experience in course content development. With this in mind, the nurse instructional designer will be actively participating and guiding the learner to achieve their goals. The learners will also engage in “teaching” by sharing information and their own

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experiences related to the content as well as their personal knowing associated with the unit of instruction.

4. All learners do not need to learn all course content however all learners do need to learn core concepts

This is key to the learning experience for my course where the participants will be introduced to several units of instruction and will utilize what they find useful and important to their individual learning goals and utilization of the content.

5. Every learning experience includes the environment or context in which the learner interacts

6. Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge.

7. Concepts are not words but organized and interconnected knowledge clusters.

For this course the participants will be introduced to several units of instructions, however the core content must be attained to design and develop their education tools. Although they may not utilize every new tool the course provides they will formulate their own way of designing courses based on the ADDIE principles as well as the graphic design principles of CARP.

8. Different instruction is required for different learning outcomes

There will be an individualized learning curve for the participants, through the use of mentor visibility the learner will be guided to accomplish their set goals.

9. Everything else being equal, more time on tasks equals more learning

Through the use of “homework” assignments and course expectations the learner will complete tasks to attain a better understanding of the unit of instruction and based on comfort level and task achievement the learner will independently identify which education design tools suite their intended audience as well.

10. We shape our tools and our tools shape us.

Due to fear of the unknown associated with computers, online Web 2.0 tools the mentor will provide guidance, support, encouragement and simple to complex tutorials. As the course concludes the

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Boettcher (2010) identifies ten best practices as a guide for online teaching. The following table identifies these practices and how selected practices were incorporated into my course. 1. Be present at the course site

As the designer of the course I will be visible to all participants by posting questions and answers, providing communication in threaded discussions as well as participating in the exercises with the course participants to immerse myself into the program of study to further develop my skills as well as manage and support the learning and learners.

2. Create a supportive online site community

Communication in the course will be through the discussion forums that will pertain to posted questions, responses and collaborative work among the group of course participants.

3. Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time the learners should be working on the course each week

Through the course syllabus and rubric clear expectation will be identified in order to receive Contact Hour credit for registered nurses, all others will be encouraged to participate and create education tools as well. Exercises for each unit will build on skills and tasks to increase computer proficiency and skill acquisition in developing online education and tools

4. Use a variety of large group, small group and individual learning experiences.

Tasks will be identified and incorporated throughout the course. These tasks will be

5. Use synchronous and asynchronous activities

There will be one synchronous class via Skype or FaceTime with course participants and all other activities within the course will be asynchronous.

6. Ask for informal feedback early in the terms.

Part of each unit of instruction will be to ensure completion of 5 unit components:

participants will engage in sharing ideas and projects while evaluating the content and reflect on their own personal experience.

Ten Best Practices for Teaching Online

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• Content Introduction • Learning activities • Implementation • Reflection • Evaluation (both of the content and

of the mentor’s guidance). 7. Prepare discussion posts that invite

responses, questions, discussions and reflections

As the mentor in the course I will be posting questions to promote dialogue and engagement through tools and resources as well as homework assignments and collaborative experiences among the group. Feedback will also be present through the use of discussions, questions by the participants as well as reflection to determine effectiveness of content.

8. Search out and use content resources that are available in digital format if possible

I will use online links, online videos, digital tutorials and all additional resources related to content will also be in digital format under resources.

9. Combine core concept learning with customized and personalized learning

The core concepts will be emphasized in all work created and shared among the participant this will be identified as part of successfully completing the course where the ADDIE principle is in place as well as the utilization of CARP principles are incorporated for their projects.

10. Plan a good closing and wrap-up activity for the course

The final project will be taking a presentation or work they created prior to this course and making it a new and vibrant tool they are proud of.

     

 The learning management system (LMS) that I will use is www.EDU20.edu . This LMS is quite robust as it provides all the necessary components of online course development best practices in a free web-based technology tool. Boettcher and Conrad (2010) identify an LMS must meet certain criteria to execute a successful course. These components include a virtual place to gather, collaborate, discuss, learn, analyze and synthesize information as well as practice what you learn and share information. Most of the course content will be web tutorials, websites, links and videos. Additionally as the mentor I will provide guidance and support to the learners. I will also develop the exercises or tasks to be completed. I will provide personal examples of my work and of others and this will be part of the discussion boards as well as the resource page within the course. Tools to be introduced will be: www.slideshare.net

Tools and Technologies

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www.prezi.com www.wallwisher.com www.issuu.com www.voicethread.com Although there are limitations to www.EDU20.edu in regards to embeddable content, links will be provided to augment the units of instruction.

     

The instructors of ILT 5200 will provide feedback regarding the online course design principles as identified in this paper. The assessment will be based on a rubric that will be provided to the course participants. This course is not a graded course rather it is a course to further define and develop nurse educators’ online education design skills to utilize Web 2.0 tools. The tools they develop will be shared with the course participants. This course is geared to be fun and stress free with guided milestone completions to ensure encouragement and success. Rubric Components:

1. Membership configuration to the course (online access to be granted to participants via email notification).

2. Course requirements (computer, microphone, internet). 3. A calendar will be utilized to identify course milestones throughout the 10-

week span. 4. Ability to upload files 5. Content Unit completion in order to progress to the next unit. 6. Homework participation 7. Subscribing to free online Web 2.0 tools to support the learning and

engagement in the development of resources. 8. Communication and Collaboration 9. Announcements 10. Accessing Links and Resources as a requirement to course success and

course completion 11. No tests or quizzes will be provided to participants, however, there is the

expectation to utilize online tools to create or re-create projects in the form of “milestone completion”.

12. Links for success 13. Utilization of Web 2.0 tools

Learner Assessment

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Appendix A:

 

           

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References Boettcher, J.V. and Conrad, R. (2010). The online teaching survival guide. San Francisco, CA. Jossey-Bass. http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm accessed November 13, 2012. http://www.umich.edu/~ed626/define.html accessed November 13, 2012.