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The Design of Effective Online Instructional
Tools: Key Steps to take from the Identification of a
Learning Gap to the Development of the Final
ProductJackie Carnegie, PhD, M.Ed.,University of Ottawa
STEP 1: Identifying the STEP 1: Identifying the Learning GapLearning Gap
poorly answered exam question questions students ask during
class student emails
The QuestionThe Question
Julie decides to try to get into the record books by sitting under water for as long as
possible. She fixes a mouthpiece to a long plastic
tube, weights herself down and sits at the bottom of an 8-foot pool with the top of the plastic tube 2 inches above the water.
The Question The Question (cont.)(cont.)
1) After a few minutes she finds that: a) she is breathing more deeply b) she is able to breathe more shallowly c) her depth an rate of breathing are
the same as when above water d) her tidal volume has decreased
2) In no more than two sentences, justify your answer to question #1
Student Performance on Student Performance on Q#1Q#1
0102030405060
Students with Each
Choice(%)
a b c d
Answer Choices
Student Performance on Question 1
Student Performance on Student Performance on Q#2Q#2
Answered Q#1 correctlyAnswered Q#1 incorrectly
Common Common Errors/MisconceptionsErrors/Misconceptions• 95% did not recognize the
tube as a source of additional dead space volume
• 85% did not mention blood CO2 levels as the driving force behind ventilation
• 5.5% suggested that a lack of O2, onlyonly, would prompt increased lung ventilation
**Step 2Step 2**: Planning the : Planning the Online Learning Online Learning ModulesModules
A. Begin the Planning with a Position Paper
B. Conduct a Task AnalysisC. Formulate Learning
ObjectivesD. Determine Entry Level
Knowledge & BehavioursE. Construct a Site Map
2A. Write a Position 2A. Write a Position PaperPaper
The Problem to be AddressedHealth Science students in undergraduate ANP courses have difficulty:
(i) synthesizing(ii)applying physiological
concepts in different contexts
2A. Write a Position 2A. Write a Position PaperPaper
Consider the Learner & Consider the Learner & Apply Cognitive Apply Cognitive StrategiesStrategies
(i) DECL(i) Delivery (scope, sequence,
strategies)(ii)Environment (learning climate,
learning setting)(iii) Content (required mental
operations & tasks, learning domain)
(iv) Learner (attitudes, capacity, demographics)
2A. Write a Position 2A. Write a Position PaperPaper
Apply Cognitive StrategiesApply Cognitive Strategies(ii)Gagné’s Nine Events
(i) Gain attention(ii) Inform learners of objectives(iii) Stimulate prior learning(iv) Present the content(v) Provide learning guidance(vi) Elicit performance for practice(vii) Provide feedback(viii) Assess performance(ix) Enhance retention and transfer
2A. Write a Position 2A. Write a Position PaperPaper
Expected Cognitive Improvement
Students will be able to explain the interrelationship between blood CO2 levels & lung ventilation.
Students will be able to recognize situations that will influence blood CO2 levels & predict how the body will respond to maintain homeostasis.
2B. Conduct a Task 2B. Conduct a Task AnalysisAnalysis
• Primary tasks & subtasks– What tasks do you want the
student to be able to do?• Tasks and subtasks lead
to learning objectives– TPO & EOs
• Each subtask is associated with required task knowledge– What does student need to
know in order to be able to do each of these tasks?
Lung Ventilation Task Analysis
1.Describe the role of lung ventilation in clearing CO2 from the bloodstream.
2.Describe the role of blood CO2 levels in regulating lung ventilation.
3.Recognize various clinical and physiological scenarios as examples of alterations in DSV and explain resultant compensations of the body to maintain homeostasis.
Subtasks & Task Subtasks & Task KnowledgeKnowledge
TASK #1: Describe the role of lung ventilation in clearing CO2 from the bloodstream.
Sub-subtasks Task Knowledgea) Describe the pathway
of airflow in the lungs during a typical inspiration/expiration cycle
(i) basic lung anatomy(ii) conducting versus respiratory zones of
the lungs
b) Describe CO2 movements between the blood and the alveoli during a typical inspiration/expiration cycle
(i) CO2 partial pressures in: inspired versus expired air, alveolar air, arterial and venous blood
(ii) CO2 gradients between alveolar air and the pulmonary circulation
(iii) definition of alveolar ventilation rate
c) Describe the influences of alterations in lung ventilation on blood CO2 levels
(i) the four respiratory volumes: tidal volume, inspiratory reserve volume, expiratory reserve volume and residual volume
(ii) tidal volume as a composite of dead space and alveolar ventilation
2C. Formulate Learning 2C. Formulate Learning ObjectivesObjectives
Terminal Performance ObjectiveThe student will recognize clinical
and physiological examples of conditions that alter alveolar ventilation and, through application of the role of blood CO2 levels in regulating respiration, predict and explain the body’s compensatory responses that will maintain homeostasis.
2C. Formulate Learning 2C. Formulate Learning ObjectivesObjectives
EO1: The student will summarize the role of the lungs in clearing CO2 from the bloodstream
EO2: The student will delineate the role of blood CO2 levels in regulating lung ventilation.
EO3: The student will recognize various clinical and physiological scenarios as representations of DSV that have associated influences on blood CO2 clearance and the regulation of lung ventilation by the DRG.
Learning Objectives: Learning Objectives: Verbs are ImportantVerbs are Important
Bloom’s Revised TaxonomyBloom’s Revised Taxonomy
CreatingCreating
EvaluatingEvaluating
AnalyzingAnalyzing
ApplyingApplying
UnderstandiUnderstandi
ngng
RememberinRememberin
gg
(Tarlinton, 2003)
BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingEvaluating
Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging
AnalysingAnalysing
Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding
ApplyingApplying
Using information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstanding
Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
RememberingRemembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding
Modified from Tarlinton, 2003
EO2:EO2: The student will delineate the role of blood CO2 levels in regulating lung ventilation
EO2.1: The student will outline the process by which air is moved into and out of the lungs under resting conditions and, given a diagram of the brain stem, locate the DRG and justify its designation as the pacesetting inspiratory centre of the body.
EO2.2: Using the carbonic acid-bicarbonate equilibrium reaction to link CO2 levels with pH, the student will explain the mechanism by which CO2 levels regulate the rate and depth of breathing at the level of the DRG.
4. Entry Level Knowledge & Behaviours
• What basic knowledge should students already have?
• What basic abilities should students already have?
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
HOME PAGEHOME PAGE
Learning Objectives
MODULE 1: Clearing Carbon Dioxide
from the Bloodstream
1. What is the pathway of airflow into and out of the lungs?
Question 2: Correct Answer
Question 3: Correct Answer
2. Let’s Look at Carbon Dioxide Partial Pressures
PowerPoint Slides: Gas Partial Pressures & Respiratory Volumes
Question 1: Hint
Question 2: Correct Answer
3. A Closer Look at Tidal Volume
4. Effective Lung Ventilation Questions 1 & 2: Correct Answers
MODULE 2: Regulation of Lung Ventilation by Carbon Dioxide
1. How does the DRG Function as the Pacesetting Inspiratory Centre?
PowerPoint Slide: Inspiration must be Stimulated
2. The Carbonic Acid-Bicarbonate Buffer System and Stimulation of the DRG Questions 1 & 2: Correct Answers
MODULE 3: Alterations in Lung Ventilation during Daily Life and in the Clinic
Application #1: Angela’s Hurdles versus Laura’s Balloons Question: Correct Answer
Application #2: Toby’s Secret Fort
Application #3: Lung Ventilation in the ClinicResearch Report: Some Masks Used In
Children's Asthma Treatment Not Effective, Research Shows
5. Construct a Site 5. Construct a Site MapMap
Let’s Have a Look at the Web Let’s Have a Look at the Web SiteSite
Key Last Step: Formative Key Last Step: Formative EvaluationEvaluation
Potential Evaluators:Potential Evaluators:
content experts instructional designers students
Formative Formative EvaluationEvaluation
Content Expert:Content Expert: motivation for learning subject matter self-testing exercises *invitation to provide
comments*
Instructional Designer: language, grammar, directions displays & surface features use of audio questions & module
construction *invitation to provide
comments*
Formative EvaluationFormative Evaluation
Student: language & ease of use interest content & module design *invitation to provide
comments*
Formative EvaluationFormative Evaluation
ReferencesReferences1. Gagné RM, Briggs LJ & Wager WW
(1992) Principles of Instructional design. Harcourt Brace Jovanovich.
2. Mann BL (2005) Making your own educational materials for the Web. Int. J. Instruct. Tech. & Dist. Learning 10 (2).
3. Marieb E (2004) Human Anatomy & Physiology. Pearson Education
4. Moreno R & Mayer RE (2000) A learner-centered approach to multimedia explanations: deriving instructional design principles from cognitive theory. http://imej.wfu.edu/articles/2000/2/05/index.asp
5. Tarlinton D (2003) Bloom’s revised taxonomy. http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloompres.ppt