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Learning By Design
Instructional Design for Medical Librarians
Objectives
• Describe the basic principles of
instructional design
• Distinguish between educational
technologies to inves...
What’s the need for an instructional designer?
Image courtesy of candycrush.wikia.com
Overview of Curriculum at
University of Illinois at Chicago College of Medicine
M1 M2
• Cell & Tissue Biology (fall)
• Med...
Instructional Design Theories
http://carbon.ucdenver.edu/~mryder/itc/idmodels
http://www.instructionaldesign.org/theories/index.html
ADDIE
Analysis
Design
Development
Implementation
Evaluation
Backward Design
Photo Credit: ©iStockphoto.com/arcady_31
• Mer...
Analysis
• What types of learning
constraints exist?
• What are the delivery
options?
• What are the pedagogical
considera...
Design
• Documentation of the project’s
instructional, visual, and technical
design strategies
• Apply instructional strat...
Getting there…
Much better…
Development
• Developers create and assemble
the content assets
• Programmers work to develop
and/or integrate technologie...
Development
• Populate modules with content
(tables, videos, images, text, etc.)
• Blackboard tools: Blog, discussion
boar...
Implementation
• TAs and Instructors prepared to use new tools used in course
• Learners prepared to use new tools, mode o...
Evaluation
• Formative evaluation
• Informing the design
• Present in each stage of ADDIE process
• Summative evaluation
•...
1. Coherence Principle - exclude extraneous words, pictures, sounds
2. Pre-training Principle - ensure students have prior...
RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES (CONT
6. Redundancy Principle - pair animation and narration together ...
Multimedia Design
Medical Education
Volume 45, Issue 8, pages 818-826, 14 JUL 2011 DOI: 10.1111/j.1365-2923.2011.03988.x
h...
(Meta) Analysis Phase
Best Practices Guidelines
• Decided on by students
and faculty and covers:
• Backgrounds
• Fonts
• Objectives
• Summary sl...
Faculty Development
• Faculty Development Series begun (more formally) in spring 2014
• Best Practices in Learner-Centered...
Lecture Capture
Mobile Apps
• Explain Everything, http://explaineverything.com/
• ShowMe, http://www.showme.com/
• Doodlec...
Educational Methods:
Ways of Delivering Content
• Readings
• Lecture
• Discussion
• Reflection
• Small group
• Team-based ...
Blackboard
Numerous “fixes” with student / faculty input
Please, no.
Please,
no.
Yes, please!
Yes,
please!
Observation of Lecture
Flipped Classroom & Active Learning
https://www.youtube.com/watch?v=wont2v_LZ1E
Active Learning Exercises
• Teamwork
• Deb...
Team-Based Learning (TBL)
Committees
Technology - Enhanced Medical
Education
Basic Principles for Teaching with
Technology
LMS Governance Board
By P...
Considerations
Evidence-Based Medicine
Medical librarian and ID worked together as part of a committee to create EBM
questions for a TBL
...
Demonstration of a few tools
Activity
Create a short 2-3 minute tutorial using a program of your choosing and submit it
here.
Some of the programs that...
Staying up to date
• DR-ED listserv
• EDUCAUSE
• Read by Qx
• Linking institutional access to premier journals
Max Anderson
University of Illinois at Chicago
College of Medicine
Office of Undergraduate Medical Education
max@uic.edu
3...
Instructional Design for Medical Librarians
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Instructional Design for Medical Librarians

Webinar for the Medical Library Association, delivered on Wednesday, December 2, 2015.

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Instructional Design for Medical Librarians

  1. 1. Learning By Design Instructional Design for Medical Librarians
  2. 2. Objectives • Describe the basic principles of instructional design • Distinguish between educational technologies to investigate when creating an instructional design plan • Create a short tutorial using educational technologies based on sound instructional design theory Attribution: StockMonkeys.com
  3. 3. What’s the need for an instructional designer?
  4. 4. Image courtesy of candycrush.wikia.com
  5. 5. Overview of Curriculum at University of Illinois at Chicago College of Medicine M1 M2 • Cell & Tissue Biology (fall) • Medical Biochemistry (fall) • Anatomy / Embryology (fall/spring) • Essentials of Clinical Medicine 1-2 (fall/spring) • Physiology I/II (fall/spring) • Neuroanatomy (spring) • Brain & Behavior (spring) • Medical Genetics (spring) • Human Development (spring) • Basic Immunology & Microbiology (spring) • Essentials of Clinical Medicine 3-4 (fall/spring) • Clinical Pathophysiology (fall/spring) • Medical Pharmacology (fall/spring) • Pathology (fall/spring) • Clinical Microbiology & Immunology (fall) • Psychiatry (spring)
  6. 6. Instructional Design Theories
  7. 7. http://carbon.ucdenver.edu/~mryder/itc/idmodels http://www.instructionaldesign.org/theories/index.html
  8. 8. ADDIE Analysis Design Development Implementation Evaluation Backward Design Photo Credit: ©iStockphoto.com/arcady_31 • Merrill’s First Principles of Instruction • Dick and Carey Model • Kemp’s ID Model • Gagne’s Nine Events of Instruction • Bloom • Kirkpatrick • Etc.
  9. 9. Analysis • What types of learning constraints exist? • What are the delivery options? • What are the pedagogical considerations? • What is the timeline for project completion?
  10. 10. Design • Documentation of the project’s instructional, visual, and technical design strategies • Apply instructional strategies to outline/create course content • Create storyboards • Design the user interface and user experience • Prototype creation • Apply visual design
  11. 11. Getting there…
  12. 12. Much better…
  13. 13. Development • Developers create and assemble the content assets • Programmers work to develop and/or integrate technologies • Testers perform debugging procedures • Project is reviewed and revised according to feedback from team
  14. 14. Development • Populate modules with content (tables, videos, images, text, etc.) • Blackboard tools: Blog, discussion board, quizzes, group tools, mashups, etc.) • Integrated tools: Echo360, Collaborate, Explain Everything, Sharestream
  15. 15. Implementation • TAs and Instructors prepared to use new tools used in course • Learners prepared to use new tools, mode of delivery, and pedagogical approach • ID ensures that the learning materials (books, hands-on equipment, tools, and software) are in place and course site is functional
  16. 16. Evaluation • Formative evaluation • Informing the design • Present in each stage of ADDIE process • Summative evaluation • Informs instructional design improvements • Conducted after course implementation is over • Need data from systems and users
  17. 17. 1. Coherence Principle - exclude extraneous words, pictures, sounds 2. Pre-training Principle - ensure students have prior knowledge of names, characteristics of concepts 3. Spatial Contiguity Principle - present corresponding words and pictures in close proximity to one another 4. Temporal Contiguity Principle - present corresponding words and pictures simultaneously rather than successively 5. Signaling Principle - highlight important words RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES
  18. 18. RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES (CONT 6. Redundancy Principle - pair animation and narration together without on- screen text 7. Voice Principle - use non-accented human spoken voice for narration over machine-simulated or foreign-accented human voice 8. Personalization Principle - employ conversational style, instead of formal style to present words 9. Segmenting Principle - offer narrated animation in learner-paced segments rather than a continuous unit 10. Modality Principle - pair animation and narration together instead of pairing animation and on-screen text
  19. 19. Multimedia Design Medical Education Volume 45, Issue 8, pages 818-826, 14 JUL 2011 DOI: 10.1111/j.1365-2923.2011.03988.x http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.03988.x/full#f1
  20. 20. (Meta) Analysis Phase
  21. 21. Best Practices Guidelines • Decided on by students and faculty and covers: • Backgrounds • Fonts • Objectives • Summary slides • Etc.
  22. 22. Faculty Development • Faculty Development Series begun (more formally) in spring 2014 • Best Practices in Learner-Centered Instruction • Creating Effective Independent Learning Assignments • Best Practices in Creating Powerful PowerPoint Presentations • Setting the Stage: Meeting LCME Standard 6.3 • Hands on with Explain Everything • Poll Everywhere • Approaches to the Flipped Classroom: Achieve Student Engagement with Active Learning Techniques
  23. 23. Lecture Capture Mobile Apps • Explain Everything, http://explaineverything.com/ • ShowMe, http://www.showme.com/ • Doodlecast Pro, • Educreations • Echo360 • Panopto • Adobe Voice, Adobe Slate, https://standout.adobe.com/slate/ • Etc. Laptop / Desktop • Reflector, http://www.airsquirrels.com/reflecto r/ • Camtasia • Captivate • Countless other screen casting titles
  24. 24. Educational Methods: Ways of Delivering Content • Readings • Lecture • Discussion • Reflection • Small group • Team-based learning • Standardized patients • Clinical experiences • Etc.
  25. 25. Blackboard Numerous “fixes” with student / faculty input Please, no. Please, no. Yes, please! Yes, please!
  26. 26. Observation of Lecture
  27. 27. Flipped Classroom & Active Learning https://www.youtube.com/watch?v=wont2v_LZ1E Active Learning Exercises • Teamwork • Debates • Self-reflection • Case Studies / Poll Everywhere • Team-Based Learning • Problem-Based Learning McLaughlin, et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine (89),2. 236-242. Flipped Classroom • Instructors prerecord lectures and post online for students to watch • Class time is dedicated to student- centered learning activities
  28. 28. Team-Based Learning (TBL)
  29. 29. Committees Technology - Enhanced Medical Education Basic Principles for Teaching with Technology LMS Governance Board By Peter Mercator (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by- sa/3.0)], via Wikimedia Commons https://tlc.uic.edu
  30. 30. Considerations
  31. 31. Evidence-Based Medicine Medical librarian and ID worked together as part of a committee to create EBM questions for a TBL https://youtu.be/goESaYiXVSM
  32. 32. Demonstration of a few tools
  33. 33. Activity Create a short 2-3 minute tutorial using a program of your choosing and submit it here. Some of the programs that were discussed in the webinar: ◦ Explain Everything (tablet app) ◦ PowToon ◦ Camtasia ◦ Captivate ◦ ShowMe You will create a short video to illustrate something that might be particularly difficult for your audience to grasp, and perhaps a visual/audio explanation can help with understanding of the topic. Submit here: https://uofi.box.com/MLA-December-2015 Instructions on how to submit are on the Moodle site!
  34. 34. Staying up to date • DR-ED listserv • EDUCAUSE • Read by Qx • Linking institutional access to premier journals
  35. 35. Max Anderson University of Illinois at Chicago College of Medicine Office of Undergraduate Medical Education max@uic.edu 312-996-5898

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