Principles of Learning and Teaching Course

 Module Two

Developing Instructional design

Unit (3) Educational plan

DR. OLFAT SALEM DR. OLFAT SALEM L. MONA AL- L. MONA AL-ASEERI ASEERI

NURSING ADMINISTRATION & EDUCATION NURSING ADMINISTRATION & EDUCATION DEPT.DEPT.

An instructional or educational design identifies what will be accomplished (learning outcomes), what will be said or presented (content) and how content will be communicated (methods and media).

What is Purpose of ID ?

Learning Needs

Learning Needs (WHAT the learner needs to

learn)

Readiness to Learn (WHEN the learner is receptive

to learning)

Learning Style (HOW the learner best learns)

Learner needs:  

› Identify the learner needs› Choose the right setting› Collect data about, and from, the learner› Involve members of the healthcare team› Prioritize needs› Determine the availability of educational resources› Assess demands of the organization› Take time-management issues into account

 

Needs are prioritized based on the following criteria

Mandatory (Needs that must be learned for survival when the learner’s life or safety is threatened)

Desirable (Needs that are not life-dependent but are related to well-being)

Possible (nice to know but not essential or required)

Methods to Assess Learning Needs ; Example 3.1

› Informal conversations› Structured interviews› Focus groups› Self-administered questionnaires› Tests› Observations› Patient charts

Readiness to Learn(Can be defined as the time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job.)

Learning Style (Defined as the way the learners learn)

On-the-Spot Assessment (asking the participants what they expect from the session and to make sure that participants’ needs are met)

Need assessment for management training program

What is your Current Position ?

What is Previous positions held?

What is Formal education beyond high school?

What management courses, workshops, or seminars have you attended?

Briefly describe the responsibilities of your current position?

How long have you managed or supervise others?

1) What is the type of need assessment?

1) What is the priority of the program in regards to learners need ?

2) What is the Methods used to assess learners need?

Goals versus Objectives

Global X Specific

Broad x Singular

long-term X short-term

Multi-dimensional x Uni-dimensional

Responsibility for Establishing Goals and Objectives:

mutual decision-making process between the

teacher and the learner.

participation

Blending what the learner wants to learn and what

the teacher has assessed

Types of Objectives

Educational/Instructional Objectives Behavioral/Learning Objectives

What is the Three Major Advantages to Writing Objectives?

Three important characteristics Writing Behavioral Objectives:

 1. Performance: (Who , what)

2. Condition (When)

3. Criteria (How)

Following a 20 minute teaching session on

hypoglycemia , the patient will be able to

identify three out of four major symptoms of

low blood sugar

Following a 20 minute teaching session on

hypoglycemia ( condition), the patient (learner)

will be able to identify ( performance) three out

of four major symptoms of low blood sugar

(criterion)

To link a behavioral objective together

1. Identify the testing situation (condition).

2. State the learner and the learner’s behavior (performance).

3. State the performance level (criterion).

4. State how well the learner will perform the criterion.

An easy way to remember the four elements

A—Audience B—Behavior C—Condition (under what circumstances) D—Degree (how much, to what extent)

describing what the instructor will do rather than what the learner will do

including more than one behavior in a single objective forgetting to include all three characteristics

using performance terms subject to many interpretations and that are not action-oriented

 

writing an unattainable, unrealistic objective

writing objectives unrelated to stated goal

cluttering an objective with unnecessary information

making an objective too general so that the outcome is not clear