Presented by Team i21 Amber Lunde, Melissa Richardson, and Cathy Tran
<ul><li>When:  Past five years </li></ul><ul><li>Who:  Professor Essex </li></ul><ul><li>What:  &quot;Man-to-Man&quot; (M2...
<ul><ul><li>Instructional strategies: </li></ul></ul><ul><ul><li>Lectures </li></ul></ul><ul><ul><li>Games </li></ul></ul>...
<ul><ul><li>The Task:  Develop and design an  </li></ul></ul><ul><ul><li>interactive, multimedia version of the current </...
 
 
<ul><ul><li>Face-to-face elements that are difficult to </li></ul></ul><ul><ul><li>incorporate online: </li></ul></ul><ul>...
<ul><ul><li>Analysis </li></ul></ul><ul><ul><li>Professor Essex </li></ul></ul><ul><ul><li>Extent data </li></ul></ul><ul>...
<ul><ul><li>Strategies </li></ul></ul><ul><ul><li>Systemic approach </li></ul></ul><ul><ul><li>build a partnership with ke...
<ul><ul><li>Tools: </li></ul></ul><ul><ul><li>Online surveys </li></ul></ul><ul><ul><li>Brainstorming sessions  </li></ul>...
<ul><ul><li>Data </li></ul></ul><ul><ul><li>Analyses </li></ul></ul><ul><ul><li>Sorted and categorized </li></ul></ul><ul>...
<ul><ul><li>Possible Solutions </li></ul></ul><ul><ul><li>Password protection </li></ul></ul><ul><ul><li>Message board </l...
<ul><ul><li>Next Steps </li></ul></ul>
<ul><li>  Randomized control study </li></ul><ul><li>  to compare M2M and IM2M  </li></ul><ul><ul><li>Surveys </li></ul></...
<ul><li>Clark, R. C., Nguyen, F., & Sweller, J. (2006).  Efficiency in Learning: Evidence-based Guidelines to Manage Cogni...
<ul><ul><li>Bodycoach2 (Photographer). (2007). Risky Business Board Game </li></ul></ul><ul><ul><li>[Online Image]. Retrie...
<ul><ul><li>Patterson, B. (Photographer). (2004). Computer Room:  View 3  </li></ul></ul><ul><ul><li>[Online Image].  Retr...
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Case Study11

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Case Study 11 presentation by the i21 team Fall 2009.

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  • To be read: Welcome to Case Study #11 – Jennie Davenport and Pedro Lopez: Converting a Powerful Workshop to an Online Format as presented by Team i21, whose team members include: Amber Lunde, Melissa Richardson, and Cathy Tran.
  • To be read: For the past five years, Professor Essex has been conducting &amp;quot;Man-to-Man&amp;quot; HIV/AIDS prevention workshops to improve sexual health for both gay and bisexual men in the United States.
  • To be read: The M2M workshop includes a variety of instructional strategies, such as: lectures, games, individual reflection, both small and large group discussions, and the use of &amp;quot;hot cognitions,&amp;quot; which is sensual and/or erotic stimuli (such as photos and movies), to evoke emotional stimulation that is crucial in the therapy process.
  • To be read: Professor Essex has recently received substantial funding to convert his very successful face-to-face workshop into an online version.  OR Following the success of his Man-to-Man, face to face workshop, Professor Essex received substantial funding to convert the workshop into a multimedia version online.
  • To be read: The following people are key stakeholders. Professor Clark Essex is a renowned sexual health expert at Midwestern State University and he is the sponsor or client. Jennie Davenport is the project manager for edu-Learning Systems and she is in charge of designing the Internet “Man-to-Man” workshop. Pedro Lopez is a professor of learning sciences at Midwestern State University and is assisting Jennie with the design of the Internet “Man-to-Man” workshop. Finally, gay and bisexual men who are in danger of becoming infected with HIV/AIDS through sexual contact is the target audience.
  • To be read: First, Professor Essex is unwilling to work with Jennie in creating more measurable objectives. She needs to indicate to him the importance of measurable objectives in order to evaluate the workshop&apos;s success. Secondly, Jennie has only worked on a few other projects and seems to think that success is based on completion rate. She boasts that 100% of the participants in her last project completed the course. And thirdly, the project is not just about delivering content; it is also about changing behavior and modifying people&apos;s opinions and values.
  • To be read: In addition, the following face-to-face elements of the M2M workshop are difficult to incorporate online: Games - How is online participation enforced? Question and answer sessions - How can those be included, without requiring people to publicly post to a message board? Group experience (50-60 participants) - Will an online discussion forum allow them to reproduce face-to-face proximity? &amp;quot;Hot cognitions&amp;quot; - Are there ethical or legal implications for online usage?  On-site counseling services - How will these services now be provided to those whose reactions to the workshop experience made them feel especially uncomfortable?
  • To be read: In order to figure out the best possible solution for our client, our first step would be to conduct an analysis. We would ask the sponsor, Professor Essex clarifying questions about the context of the workshop. What are the 10 components of the sexual health model? Other than having received funding, are there other reasons for putting the workshop online? Will you still be conducting face-to-face workshops? Will attendees now have a choice? Were previous attendees required to complete exit surveys? If so, may we take a look? As for extant data , we would examine the NHF project proposal to make sure that our actions deliver on the promises made. We would also review any existing workshop materials. The SMEs would be asked : What do attendees need to know? Are there any misconceptions? Where can I go for more information about HIV/AIDS prevention? The Vendors would be asked: In building the online workshop, tell us what kind of hardware/software equipment an attendee would need. Do you see a need for additional supports? We could either read exit surveys or conduct online surveys to ask previous attendees : What did you think were the strengths and weaknesses of the face-to-face workshop? Would you have preferred to attend an online workshop instead? Do you think there are elements of the workshop that would be missing online? What are they? To our target audience, potential attendees , we would ask: Which do you prefer: face-to-face or online workshop? Why? Do you have any reservations about an online workshop? What are they? Why are you motivated to participate? What kind of incentives would encourage more participation?
  • To be read: Part of our strategy includes taking a systemic look at the project. In figuring out how each part fits together as a whole, it is evident that key stakeholders need to be informed throughout the process. Keeping the big picture in mind lets us anticipate potential challenges so that we may provide mitigating strategies to lessen or even eliminate the issue. We&apos;ll also take a systematic look at the project. Our step-by-step approach stems from the ADDIE model. The previous slide discussed the first step – analysis, which we would then follow up with designing and developing the online workshop and then implementing it and evaluating its success. Old To be read: 1st bullet:  seek an understanding of the desired optimals for the course and what is needed to support the change from stakeholders by meeting with Professor Essex and the design team of IM2M to understand the context of the course      2nd bullet:  compare their views and then promote a beginning consensus among the professor and design team about the performance and outcome of the online course  3rd bullet:  identify drivers towards a successful online course and potential obstacles - by gathering information and support from Professor Essex (who can provide information about current face to face course practices),  Jennie Davenport (who can provide her expertise in design and development of learning objects, Pedro Lopez (who can provide input about incorporating the &amp;quot;learning by doing&amp;quot; approach in the design of the course, and the participating men (who can provide their opinion about their desired format and content )
  • To be read: To implement our plan, we would use a wide variety of tools , which includes the following: brainstorming sessions with Jenny and Pedro to help outline the online workshop; focus groups (both face-to-face and online) and/or online surveys with past attendees and also potential attendees to find drivers, incentives, motivation, and preferences for format and content of the workshop; interviews (in person or over the phone) with SMEs to figure out optimals; observations of current M2M workshops to gain a better understanding of the elements of the workshop - current face-to-face practices; mining for online information by perusing blogs, discussion groups, social networks, and wikis to find out what the gay and bisexual community is concerned about with regards to dating and HIV/AIDS prevention.
  • To be read :  Sorting data into categories can help organize findings, in addition to identifying patterns between the face-to-face workshop and test versions of its online equivalent. Analyzing data from a variety of sources (e.g. online surveys and face-to-face discussion groups) may provide us with different insight and will help draw solid conclusions about the direction of the online workshop. To nurture collaboration and establish buy-in among the design team and key stakeholders, a shared online folder, weekly reports, and/or email updates will assist with keeping them informed throughout the process. 
  • To be read: Depending on the results of the analysis, solutions may include: Password protection for participants to access the IM2M workshop due to the use of &amp;quot;hot cognitions.&amp;quot;   A message board run by a moderator to ensure appropriate content and to help facilitate the discussions.   Based on Clark&apos;s findings, it is suggested that use of diagrams rather than aids with textual instructions helps learners build a deeper understanding and facilitate faster learning.  When needed, the diagrams will be explained with audio.   Clark suggests the use of rapid tests to adapt learning.  This will have the learner taking formative assessments periodically during the program, such as checking for understanding at the end of a module.  If the learner does not demonstrate understanding, the learner will be sent to have further instruction on the topic before moving on.
  • The next steps for the project include working with Professor Essex to develop some measurable objects that can be later used to evaluate the changes in the participants’ behaviors. Jennie will have to establish the budget and timeline for the next 2 years. One of the first things on the timeline should include a survey of the men who had participated in the Man-to-Man workshop. Pedro and Jennie will need to work together to establish a common idea of the design plan. At that point a Pilot of the program can be made and tested. We believe our choices were “right” for this situation because it wasn&apos;t a question of whether or not an online workshop was the ideal solution for a problem. Rather, Professor Essex received a grant to convert his existing face-to-face workshop to an online version, so we needed to provide an action plan that was tailored and customized for this unique situation in order to design and develop an optimal online workshop that incorporates the best that the face-to-face version offers, while also taking into consideration the features and limitations of an online environment.
  • To be read: A comparison of surveys (pre, post, and follow-ups at 6 months and 1 year) to see if the target audience has continued with their new safer practices or returned to some of their old habits. Feedback from attendees of both the face-to-face and online workshops will be compared on issues, such as which was more effective, which had better results, and which delivery modality was preferred.
  • To be read: The following references were used for this case study.
  • To be read: The pictures in this case study were used under the Creative Commons license.
  • To be read: The pictures in this case study were used under the Creative Commons license.
  • Case Study11

    1. 1. Presented by Team i21 Amber Lunde, Melissa Richardson, and Cathy Tran
    2. 2. <ul><li>When: Past five years </li></ul><ul><li>Who: Professor Essex </li></ul><ul><li>What: &quot;Man-to-Man&quot; (M2M) HIV/AIDS prevention workshops </li></ul><ul><li>Why: To improve sexual health for both gay and bisexual men </li></ul><ul><li>Where: The U.S. </li></ul>
    3. 3. <ul><ul><li>Instructional strategies: </li></ul></ul><ul><ul><li>Lectures </li></ul></ul><ul><ul><li>Games </li></ul></ul><ul><ul><li>Individual reflection </li></ul></ul><ul><ul><li>Small and large group discussions </li></ul></ul><ul><ul><li>Use of “Hot cognitions&quot;   </li></ul></ul><ul><li>  </li></ul>
    4. 4. <ul><ul><li>The Task: Develop and design an </li></ul></ul><ul><ul><li>interactive, multimedia version of the current </li></ul></ul><ul><ul><li>Man-to-Man prevention workshop that would </li></ul></ul><ul><ul><li>be available online. </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><li>  </li></ul>
    5. 7. <ul><ul><li>Face-to-face elements that are difficult to </li></ul></ul><ul><ul><li>incorporate online: </li></ul></ul><ul><ul><li>Games </li></ul></ul><ul><ul><li>Question and answer sessions </li></ul></ul><ul><ul><li>Group experience </li></ul></ul><ul><ul><li>“Hot cognitions” </li></ul></ul><ul><ul><li>On-site counseling services </li></ul></ul><ul><li>  </li></ul>
    6. 8. <ul><ul><li>Analysis </li></ul></ul><ul><ul><li>Professor Essex </li></ul></ul><ul><ul><li>Extent data </li></ul></ul><ul><ul><li>Subject Matter Experts </li></ul></ul><ul><ul><li>Vendors </li></ul></ul><ul><ul><li>Previous attendees </li></ul></ul><ul><ul><li>Potential attendees </li></ul></ul>
    7. 9. <ul><ul><li>Strategies </li></ul></ul><ul><ul><li>Systemic approach </li></ul></ul><ul><ul><li>build a partnership with key stakeholders by keeping them informed throughout the process </li></ul></ul><ul><ul><li>anticipate challenges and provide mitigating strategies </li></ul></ul><ul><ul><li>Systematic approach </li></ul></ul><ul><ul><li>ADDIE </li></ul></ul><ul><li>  </li></ul>
    8. 10. <ul><ul><li>Tools: </li></ul></ul><ul><ul><li>Online surveys </li></ul></ul><ul><ul><li>Brainstorming sessions </li></ul></ul><ul><ul><li>focus groups </li></ul></ul><ul><ul><li>Interviews </li></ul></ul><ul><ul><li>Observations of current M2M workshops </li></ul></ul><ul><ul><li>Mining for online info </li></ul></ul><ul><li>  </li></ul>
    9. 11. <ul><ul><li>Data </li></ul></ul><ul><ul><li>Analyses </li></ul></ul><ul><ul><li>Sorted and categorized </li></ul></ul><ul><ul><li>Triangulation </li></ul></ul><ul><ul><li>Sharing with Others </li></ul></ul><ul><ul><li>Use a shared online location </li></ul></ul><ul><ul><li>Weekly reports </li></ul></ul><ul><ul><li>Email updates </li></ul></ul><ul><li>  </li></ul>
    10. 12. <ul><ul><li>Possible Solutions </li></ul></ul><ul><ul><li>Password protection </li></ul></ul><ul><ul><li>Message board </li></ul></ul><ul><ul><li>Use of diagrams </li></ul></ul><ul><ul><li>Rapid test </li></ul></ul><ul><li>  </li></ul>
    11. 13. <ul><ul><li>Next Steps </li></ul></ul>
    12. 14. <ul><li> Randomized control study </li></ul><ul><li> to compare M2M and IM2M </li></ul><ul><ul><li>Surveys </li></ul></ul><ul><ul><li>Pre </li></ul></ul><ul><ul><li>Post </li></ul></ul><ul><ul><li>6 th month follow-up </li></ul></ul><ul><ul><li>1 year follow-up </li></ul></ul><ul><li>  </li></ul>
    13. 15. <ul><li>Clark, R. C., Nguyen, F., & Sweller, J. (2006).  Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load . San Francisco, CA: Pfeiffer. </li></ul><ul><li>Ertmer, P. A., & Quinn, J. (2007). The ID case book: Case studies in Instructional Design (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. </li></ul><ul><li>Hot cognition. (2009, September 20). Retrieved October 28, 2009, from http ://en. wikipedia .org/ wiki /Hot_cognition </li></ul><ul><li>Rossett, A. (2009). First things Fast: A Handbook for Performance Analysis (2nd ed.). San Francisco, CA: Pfeiffer.  </li></ul><ul><li>  </li></ul>
    14. 16. <ul><ul><li>Bodycoach2 (Photographer). (2007). Risky Business Board Game </li></ul></ul><ul><ul><li>[Online Image]. Retrieved October 25, 2009 from </li></ul></ul><ul><ul><li>http://www. flickr .com/photos/ coachdanny /2053658823/ </li></ul></ul><ul><ul><li>Dooley, K. (Photographer). (2007). Actual is Not Normal (A </li></ul></ul><ul><ul><li>Tribute to Edward Tufte) [Online Image]. Retrieved October 25 </li></ul></ul><ul><ul><li>from http://www. flickr .com/photos/ pagedooley /2121472112 / </li></ul></ul><ul><ul><li>NASA/Goddard Space Flight Center Scientific Visualization Studio. </li></ul></ul><ul><ul><li>(Photograph). (1991). Earth at Night 2001 [Online Image]. </li></ul></ul><ul><ul><li>Retrieved October 25, 2009 from </li></ul></ul><ul><ul><li>http:// visibleearth . nasa . gov /view_ rec . php ?id=11795 </li></ul></ul><ul><ul><li>Noir, F. (Photographer). (2008). Chess [Online Image]. Retrieved </li></ul></ul><ul><ul><li>October 25, 2009 from </li></ul></ul><ul><ul><li>http://www.flickr.com/photos/frankblacknoir/2366892707/ . </li></ul></ul><ul><li>  </li></ul>
    15. 17. <ul><ul><li>Patterson, B. (Photographer). (2004). Computer Room: View 3 </li></ul></ul><ul><ul><li>[Online Image]. Retrieved October 25 ,2009 from </li></ul></ul><ul><ul><li>http://www. flickr .com/photos/ blakespot /2343395804/ </li></ul></ul><ul><ul><li>Serin, C. (Photographer). (2006). Taking a Test at the Real </li></ul></ul><ul><ul><li>Estate Investing College [Online Image]. Retrieved October 25 </li></ul></ul><ul><ul><li>from http://www. flickr .com/photos/ sercasey /324341982/ </li></ul></ul><ul><li>  </li></ul>

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