PowerPoint Presentation

How to design a learning module: A Structured ApproachDanny Castro, DOAssistant ProfessorDept. of PediatricsBaylor College of Medicine

Hello, my name is Danny Castro. I have extensive experience in curriculum development and instructional design. Today I am going to introduce you to a structured approach to instructional design that you can use to create your learning module. 1

ObjectivesBy the end of this learning module, the learner should be able to:Summarize the 5 steps in a structured approach to instructional designUtilize each of these steps when designing a learning module Create an instructional module incorporating all 5 steps in this structured approach

The objectives for this talk are the following.(READ SLIDE)2

Failing to prepare is preparing to fail. John Wooden, Legendary UCLA basketball coach

Preparation is vital when designing and delivering your learning module3

What are the learning needs of your audience? What is the goal of your presentation? What specifically do you want your learners to be able to do at the end of your talk? What strategies are you going to employ to get your learners to achieve this? How do you determine that your learners achieved what you desired?

There are fundamental questions one should contemplate in order to assist in the preparation and design of your learning module.These are: What are the learning needs of your audience? (Needs assessment)What is the goal of your presentation? (Goals) What specifically do you want your learners to be able to do at the end of your talk? (Objectives)What strategies are you going to employ to get your learners to achieve this? (Instructional strategies)How do you determine that your learners achieved what you desired? (Evaluation)

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Steps to a structured approachNeeds assessmentWhat are the learning needs of your audience? GoalsWhat is the goal of your presentation? ObjectivesWhat specifically do you want your learners to be able to do at the end of your talk? Instructional strategiesWhat strategies are you going to employ to get your learners to achieve this? EvaluationHow do you determine that your learners achieved what you desired?

The process of asking these questions places you on the path of a structured approach in the design of your learning module.When one asks What are the learning needs of your audience? this is an assessment of your learners needsWhen you ask What is the goal of your presentation? you are defining the purpose or goal of your learning moduleWhen you pose the question of What specifically do you want your learners to be able to do at the end of your talk? you begin defining the objectives for your learning moduleWhen asking What strategies are you going to employ to get your learners to achieve [these objectives]? you are essentially contemplating what instructional strategies you plan to utilize to achieve your objectives Finally, when one asks How do you determine that your learners achieved what you desired? you are thinking about the process of evaluating the effectiveness of your learning moduleThis equates to the steps in a structured approach towards the creation and design of your learning module. We will now analyze this approach by discussing the importance and purpose of each step.

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The first step in this structured approach is the performance of a needs assessment.6

What learners currently know or doWhat you would like them to know or do[Insert you learning module here]

And needs assessment is the systematic process of gathering information from a variety of sources and using it to determine what educational solutions will close the gap between what learners currently know or do and what you would like them to know or do.

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Why is it important to assess needs?

Therefore, a needs assessment is important as it defines the educational gap between the current educational approach and the ideal educational approach. Identification of this educational gap then becomes the reasoning behind the need and, hence, the development of your learning module. This, in turn, defines the purpose or goal of your learning module which is to reduce or close this gap.

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One must be mindful, however, as once the gap has been identified, some assume that implementing a random educational intervention such as a lecture will solve the problem. This is not always the case. The needs assessment not only identifies the educational gap but helps you in determining the best method to fill that gap and achieve the desired outcome. It also allows you to determine the proper focus of the educational experience, prioritize content and identify resources needed to fill the gap.

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The second step in this structured approach is determining the goals of your learning module.

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Why is it important to have goals?

So why is it important to establish goals for your learning module11

Help you identify the purpose behind your efforts to teach

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Help describe what learners can expect from your learning module and thereby sets expectations

When you release expectations, you are free to enjoy things for what they are instead of what you think they should beMany Hale

Source: http://pixgood.com/setting-expectations.html13

The third step in this structured approach is to define the learning objectives for your module.

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Why is it important to have objectives?

And what is the importance of having learning objectives?15

Importance of Objectives

Your learning objectives serve as a roadmap.They direct the path to be taken regarding:content, instructional strategy, and even evaluation

For your learners Similar to your goals, it makes expectations explicit, however, in much more detailIt also emphasizes the major points of your module and reduces nonessential materialLastly, if learners are being tested, it can help focus their studying allowing them to use their time more efficiently

For you, the teacher, objectivesDictate what you should measure in your assessment or evaluation. For instance, if you are testing your learners, your objectives guide the development of test questions, which in turn, allow you to ascertain if your learners met your objectivesMoreover, based on your assessment or evaluation, effectiveness of your learning module is proven by learners meeting your objectives16

How do you distinguish goals from objectives?

Goals and objectives are often, and erroneously, used interchangeably. It is important to understand the difference between goals and objectives.How do we distinguish goals from objectives?Lets watch this brief video to help us identify the differences17

Goals vs. Objectives

HOUSTON

Consider this metaphor, someone is visiting me from out of town by airplane. Their goal would be to see me in Houston, TX. However, once theyve arrived to the airport in Houston they do not know where to go. So I give them the address of where I work: Texas Childrens Hospital, 6621 Fannin St, Houston TX 77030. This is equivalent to an objective as it specifically informs them on how to achieve their goal.18

Goals vs. Objectives

Once again, to summarize, a goal is[read slide]An objective is[read slide]19

Goals or Objectives? You decideUnderstand the basic principles of ambulatory medicineCompare and contrast the available treatment options for diabetesLab technicians will believe in the value of following routine lab procedures for each experimentUse a metered dose inhaler correctly without medication escaping from the mouth

Now take a moment to read these 4 statements and determine if they are a goal or objective.Now hear are the answershow did you do?20

VerbsExamples of Goal VerbsUnderstandKnowAppreciateLearnExploreExamples of Objective VerbsRecognizeSummarizeClassifyCreateJudge

The following are examples of verbs used when writing either a goal or an objective21

udience

ehavior

ondition

egree Writing Objectives

Who?

Will do what?

By when?

And how much?

ABCD

When writing an objective, there are 4 components to include in your objective statement.The audienceThe behavior, which is the action verbThe conditionAnd the degree

Another way of remembering these components is to ask your self, whowill do whatby whenand how much or often?22

By the end of this module , the participant will be able to create a learning module using a 5-step structured approach

A BCDAn example

Now lets take an objective statement and break it down into its component parts. In the following example of an objective statement, take a moment to identify the audience, the behavior, the condition and the degree.

In this statement:the audience is the participant the behavior is to create a learning moduleThe condition is by the end of this learning moduleAnd the degree is using a 5-step structured approach23

The fourth step in this structured approach is to choose the instructional strategies that will help you achieve your objectives.

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Instructional strategiesChoose the strategies that are most likely to achieve your goals and objectives.For example, if your objective addresses the cognitive learning domain then lectures, articles, etc. may be appropriate. But if your objective addresses the psychomotor skills learning domain then simulations are a more appropriate method to achieve your objective.

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Integrate educational theories

Ericssons Theory on Deliberate PracticeDales Cone of Learning

When employing your instructional strategies you should Integrate adult learning theories/principles as this Accommodates various learning styles esp the use of multiple theories.This helps maintain congruence between instructional strategies and your learners.Moreover, it helps maintain learner interest and may even reinforce learning.

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The fifth and last step in this structured approach is the evaluation or assessment of your learning module which helps you gauge whether your objectives were met.

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EvaluationThe evaluation process helps answer the critical question of whether the learning objectives were achieved?You need to consider the purpose of the evaluation.Formative: Learner or program improvement Summative: Judgment of learner or programAlso think about who will be using the evaluation and, again, for what purpose.Leadership (i.e. Section, Department, etc.)Curriculum developerFunding source

[Read bullet 1] - The evaluation process helps answer the critical question of whether the learning objectives for your module were achieved?

When thinking about your evaluation, you should contemplate the purpose of the evaluation.Will it be used for formative purposes? For example, learner or program improvement Or will it be used for summative purposes? For example, to place judgment on a learner or program

Additionally you should think about who will be using the evaluation and, again, for what purpose.

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Choose an evaluative frameworkEvaluation ofKirkpatricks HierarchyConcerns-based ModelThe Logic ModelMeUsIt

You should choose an evaluative framework that is most appropriate to answer the evaluation questions, which address your objectives, and one that is most feasible in terms of resourcesIllustrated here are examples of some evaluative frameworks

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Evaluation methods should address your evaluation question which in turn align with your objectives

Evaluation methods should be congruent with the evaluation question which in turn aligns with your learning objectives.For example, if your objective addresses the cognitive learning domain then a written or oral assessment would be appropriate. But if your objective addresses the psychomotor skills learning domain then direct observation and/or checklists may be appropriate methods to achieve your objective.

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Putting it together5 steps in a structured approach to instructional design

Putting it all together, all the steps in this structured approach to instructional design should be congruent whereby each subsequent step is justified by the preceding step.

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Iterative processA curriculum that is static gradually declines and dies.David E. Kern

The development and maintenance of your learning module is a process that should undergo repeated cycles of improvement.The process is also one where all points, or steps intersect, as refinement of one step may lead to refinement/revision of a previous or subsequent step.

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ReferencesKern DE, Thomas PA, Hughes MT: Curriculum Development for Medical Education. Johns Hopkins University Press; 2010.