The document discusses best practices in e-learning within a multi-site academic health sciences center in Ontario, highlighting the transition to electronic information provision and the pilot of an e-learning curriculum. It outlines the project's structure, the implementation of learning management systems (LMS), and the standards developed for e-learning content to ensure consistency and effectiveness in education delivery. Future steps include increasing educator involvement, further research on learner effectiveness, and enhancing specialized e-learning content.

1. Best Practices In E-Learning September 2007 Eva Ayers , Web Analyst, Information & Communication Technologies Debra Wingfield , Manager, Clinical Practice & Education

2. Our Presentation An overview of where we are at HHS What the literature said about e-learning What curriculum we chose to pilot Our HHS e-learning standards What we discovered in our pilot What’s next? Questions?

3. Background Large multi-site academic health sciences centre in Hamilton, Ontario Move to provision of electronic information using a single platform Multiple electronic systems without integration Modular CMS software purchased and implemented, with potential LMS Content Management System Internet/Intranet sites, policies and procedures, document repository with searchable database Learning Management System E-learning, employee learning plans, tracking education, competency paths Project management structure to implement LMS

4. Learning Environment 2 to 3 PCs available per clinical unit Not all staff have HHS network access Nutrition Services, Porter Services Mix of different generations Some seasoned staff still prefer not to use computers Younger staff expect “wired-world perspective” Approx. 80% of all PCs have sound cards 4 Computer rooms with minimum 10 PCs available

5. Existing Computer-Based Training Regularly scheduled classes for Meditech (Order Entry, PCI), Sovera, HHS Network, Intranet, IWT Microsoft Office products Beginner level Intermediate and Advanced on request Online Microsoft Office products (Intranet) Special interest groups have classes PeopleSoft for HR process Decision Support tools

6. Project Structure e-Curriculum Team Chose what curriculum to develop for pilot What priorities were important Set guidelines for e-learning content Request for e-learning development process Project Team Developed project plan and timelines Addressed hardware and software issues Worked with curriculum developers Implemented software for pilot

7. E-Curriculum Team 7 educators 1 ICT analyst Technologically literate Saye, J.W. (1998). Technology in the Classroom: The Role of Dispositions in Teacher Gatekeeping. Experienced healthcare educator Lane, A.J. (1996). Developing Healthcare Educators: The application of a Conceptual Model. Representative of different types of learners Representative of different types of clinical specialties

9. Standards for E-Learning Most articles written about e-learning come from one of two sources Academic journals, writing about the university or college experience Vendor promotion, often found online Most academic articles focus on asynchronous discussion and courses that take a semester to complete Most vendor articles focus on just-in-time learning to support business activities

10. Garrison & Anderson (2003) COGNITIVE PRESENCE SOCIAL PRESENCE TEACHING PRESENCE (Structure/process) Supporting discourse Setting climate EDUCATIONAL EXPERIENCE

11. Three Domains Social presence – developing a community of inquiry for learners as people Through discussion , collaboration, and getting to know both educator and learner Cognitive presence – facilitating the construction of meaning and understanding for the learner Through discussion , reflection, and facilitation of critical thinking (Dewey) Teaching presence – designing a learning environment that meets learning needs Through careful course design, understanding the learner, and guiding the learner through the material Garrison & Anderson, 2003

12. Our Considerations Software does not support discussion We considered discussion forums in other formats Did we really have enough time to support discussion? Did we really need to include a discussion forum with the type of curriculum we chose? WHMIS, Emergency Codes, etc. Do our learners have time for discussion?

13. What Needs to Remain in the Classroom? Learning technical skills for the first time Starting an IV Subjects that require demonstration of skills, even if not the first time learned CPR recertification Longer sessions that require a significant amount of time New Employee Orientation (organizational culture) Subjects that require facilitation and discussion

14. What Did We Choose? Content was pre-existing in at least one format Annual learning or refresher learning that did not require a skill to be demonstrated Code Red PowerPoint slides, plus test WHMIS Voice-over, automated, built in Captivate Introduction to Chest Drainage Video, built in Captivate, plus PowerPoint slides

16. Why Standards? Much variation in classroom curriculum Needed to allow team to focus on presenting education without bells and whistles (we are educators, not designers or “tekkies”) Consistent look and feel for modules, at least for pilot Learners, especially those not computer literate, would not get confused or lost

17. Curriculum Standards Learning objectives Evaluation form Each module will have an introduction to the learning Interactivity – hyperlinks, case scenarios, quizzes No more than 5 to 9 pieces of learning information on the screen at any one time All attachments will be preceded by a short introduction Each section of module will be not more than 20 minutes in length

18. Learning Objectives

19. Introduction to Module

20. Design Standards Font will be either Arial, Verdana or Tahoma No less than 16 point, prefer 20 point Titles can be another font (used sparingly) No red or yellow writing Either landscape or portrait, and must avoid mixing two orientations Corporate HHS template used consistently during pilot

21. HHS Template

23. Technical Standards Navigation will be consistent throughout All hyperlinks will be tested for functionality regularly All audio-visual will be tested for functionality Help function consistent throughout Video playback control and Streaming Accessible through HHS Intranet Remote access through Citrix

24. Consistent Navigation

25. Development Tools Develop content in PowerPoint Using PP found to be unreliable, file size was an issue Translate into Flash Paper Unable to automate slides as in PowerPoint Navigation bar at top of page Translate or build directly in Captivate Good for software teaching Include automation and voiceover

26. Remote Access Citrix Many end-users still require a complex password Not rolled out across corporation, still in pilot phase Sound and video an issue Choppy and distorted Affects video and Captivate-based modules Not resolved at this time Continue to use video and Captivate in some modules Waiting for vendor to address with upgrade

27. Content Request Process As more people use the system, more people want their content available Team developed a process for handling increased volume of requests Request form available on intranet Must be submitted by a supervisor or manager Must be tied to a corporate initiative Delivered to a large group of staff Content must be developed and available Team member must be available to assist with development

28. Typical Requests to Date Infection Control MOHLTC competencies Supporting IC issues (AROs, Medical Directives, etc.) Computer software Microsoft suite of products Clinical information systems Mandatory annual education Emergency Codes WHMIS

29. Tips for Implementation Assess organizational readiness for e-learning. Technology, literacy, and attitudes Do not underestimate pain of unlearning current practice. Moving from the classroom is not easy! Take time to test and retest assumptions. Pick curriculum that is “easy” to implement. Balance the implementation with organizational issues. Don’t lose sight of the goal. Recognize what your software can and can’t do.

30. What’s Next? Getting more educators on board Doing more research about what is most effective for our learners Are they really learning or just going through the motions? Focusing more on what the system can do for us Competencies, classroom tracking Developing more specialized elearning content for various stakeholder groups Support Service groups, Labs LMS upgrade SCORM

31. Readings Peterson, R., & Berns, S. Establishing standards for intranet on-line education. Nursing Economic$, 23(5), p. 268-270 Ally, Mohamed. Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning, pp . 3-31. Athabasca, AB: Athabasca University. Anderson, T. (2004). Teaching in an online learning context. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning, pp. 273-294 . Athabasca, AB.: Athabasca University. Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. New York: RoutlegeFalmer