This document provides a standardized template for organizing content in Live Learning courses on the CHEST Learning Management System (LMS). It outlines a six-section structure for course content: I) Course Title/Banner, II) Course Information, III) Pre-Course Work, IV) Course Materials, V) Practical Skills Assessment, and VI) Post-Course Work. Examples are given for each section to illustrate how content like lectures, videos, assessments, and faculty information should be organized. The goal is to create a consistent information architecture across Live Learning courses on the LMS.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Long term evaluation of IL programme paperTina Hohmann
Results from a survey among IL workshop participants
after 6-24 months. Comparison with short term feedback. Using self-assesment methods
Paper for IATUL 2014
CQI is part of outcome-based education (OBE) framework. It consists of FOUR (4) main stages; Plan (what are the outcomes), Do (design and do the activities to achieve the outcomes), Check (assess all the outcomes) and Action (review the achievement of the outcomes).
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
Long term evaluation of IL programme paperTina Hohmann
Results from a survey among IL workshop participants
after 6-24 months. Comparison with short term feedback. Using self-assesment methods
Paper for IATUL 2014
CQI is part of outcome-based education (OBE) framework. It consists of FOUR (4) main stages; Plan (what are the outcomes), Do (design and do the activities to achieve the outcomes), Check (assess all the outcomes) and Action (review the achievement of the outcomes).
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
Five Training DesignLearningObjectivesAfterreading.docxclydes2
Five Training Design
LearningObjectives
Afterreadingthischapter,youshouldbeableto:
Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each.
Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives.
List the reasons that learning objectives are a bene�it to the trainee, training designer, trainer, and training evaluator.
Use expectancy theory to explain how to motivate a trainee to attend training.
Describe social learning theory and how it helps in the design of training.
Identify what to include in training to facilitate transfer of training to the workplace.
Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training.
Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory.
Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session.
Describe the advantages a small business has to facilitate the transfer of training.
5.1Case:TheRealWorldofTraining...WhatIsWrongHere?
Case1
Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split
between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would
have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to �ind a facility large enough to do so. So the training
was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the
symptoms that would result. For example, the problem might be given as “The car has a burned-out capacitor.” The trainees would then try to identify the symptoms that would
appear (e.g., High current surge demands on the vehicle’s electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The
training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was
disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems.
Case2
You are the training director for a training program designed to prepare people to become certi�ied as program managers. The training is divided into �ive sections. Each
section consists of two days of training for each of four weeks. Each section has a different trainer who is an expert in the content of that section. At the end of each week, the
trainees take a test to measure what they have learned. You’ve just .
Week 6 Class Assessment Implementation Plan for an HRD Learning Int.pdfsales223546
Week 6 Class Assessment: Implementation Plan for an HRD Learning Intervention
Referencing the work that you did in Week 5 for the Needs Assessment and HRD Design
Assignments, think about the implementation/delivery/facilitation approaches that you included
in your lesson plan. Implementation is not covered until this week, but often when people are
preparing a lesson plan, they include implementation methods. If you did not include
implementation in your Week 5 work, no problem, you can add that information in now. You
will state how you plan to carry out the actual HRD Learning Intervention. This might include
information like, specific location, how each session of the program/intervention will be
delivered (in-person, video, specific activities, resources needed, etc.). Once you add this
information or if you included much of this information in your Week 5 assignment, move to the
next step.
Expand the Week 5 lesson plan by one column labeled Implementation Reasoning. In the cell
next to each activity outlined in the lesson plan, label the implementation approach you choose
and briefly explain why this approach works well for this activity or if you should consider an
alternative approach.
At the end, provide a paragraph regarding any pandemic-related influences on your
implementation choices and how HRD implementation will be regarded in the future to obtain
maximum effectiveness of HRD in your industry.
Week 5 Content(1)- Needs Assessment
Introduction
Needs assessment is the process of identifying and articulating an organization's human resource
development (HRD) needs. Needs assessment helps identify an organization's goals, reveals gaps
between employee's skills and skills needed for effective job performance, identifies gaps
between current skills and ones needed for future job performance and reveals the conditions
under which the HRD activity will occur. Based on the video clips from the movie Office Space
and the job description for a data analyst at Initech, I have conducted an HRD-focused needs
assessment for the organization. The assessment includes findings for organizational, task, and
person level needs.
Organizational level:
1. Lack of effective communication: In the video clip "Did You Get the Memo?", it is evident
that there is a lack of clear communication within the organization. The memo about TPS reports
seems to be poorly distributed, leading to confusion among employees.
2. Motivation problems: The video clip "Motivation Problems" highlights the demotivated work
environment at Initech. Employees seem disengaged and uninterested in their tasks, which may
indicate a lack of motivation and job satisfaction.
Task level:
1. Data analysis responsibilities: As per the job description for a data analyst, one of the key
responsibilities is to analyze large datasets and extract meaningful insights. This suggests that
data analysts at Initech play a crucial role in supporting decision-making processes through data
analysis.
2..
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
Program DesignFor learning to occur, training programs require m.docxwkyra78
Program Design
For learning to occur, training programs require meaningful material, clear objectives, and opportunities for practice and feedback. However, even if a training program contains all these conditions, it still may not result in learning for several reasons. Proper equipment and materials may not be available during the session, trainers may be rushed to present content and fail to allow adequate time for practice, or the actual activities that occur in the training session may not relate to the learning objectives. Program design refers to the organization and coordination of the training program. A training program may include one or several courses. Each course may contain one or more lessons. Program design includes considering the purpose of the program as well as designing specific lessons within the program. Effective program design includes a design document template, a course or lesson plan, and a course or lesson plan overview.72
Keep in mind that although the responsibility for designing the training program may belong to the instructional designer, human resource professional, or manager, the "clients" of the program should also be involved in program design. As already discussed in Chapter 3, managers and employees should be involved in the needs assessment process. In addition, their role may include reviewing prototypes of the program, providing examples and program content, and participating in the program as instructors.73
The following explanations of each feature of effective program design are accompanied by an example that is based on a training program developed by a company to increase its managers' effectiveness in conducting performance appraisal feedback interviews. Performance appraisal feedback sessions are meetings between managers and subordinates during which the strengths and weaknesses of an employee's performance are discussed and improvement goals are usually agreed upon. Based on a needs assessment, this company discovered that its managers were uncomfortable conducting performance appraisal feedback sessions. These managers often were very authoritarian in the sessions. That is, they tended to tell employees what aspects of their job performance needed to be improved rather than allowing the employees to participate in the session or working with them to identify and solve performance problems.
Design Document
A design document can be used to guide the development of training and to explain the training to managers, subject matter experts, reviewers, or other trainers. Table 4.15 shows a design document template.74 Information for the design document is based on the information obtained from the needs assessment discussed in Chapter 3.
The level of detail in the design document can vary. Scope of project includes the goals, outcomes, or what trainees are expected to achieve; a description of the trainees; a description of how long it will take to develop the course and the checkpoints or tasks ...
The Master’s Degree in Technical Communication at Northeastern University - F...Chris LaRoche
Presentation at the 2008 IPCC/Professional Communication Society's annual conference. Presentation discussed the research methods and history and evolution of the MS in Technical Communications Program at Northeastern University from the late 1990s unitl 2008.
Strategic Information Systems (SIS) OIM6003-AModule Leader Zahi.docxflorriezhamphrey3065
Strategic Information Systems (SIS) OIM6003-A
Module Leader: Zahid Hussain
Main Assignment
Undergraduate
2016 -2017
Semester 2
Strategic Information Systems (SIS) module entails one assignment. This has been designed to achieve the learning outcomes of the module and to develop the subject understanding of the student.
SIS Main Assignment Title:
Explain the use of transaction processing systems (TPS) and their link with executive information systems (EIS) in an organisation of your choice in your degree specific discipline area, e.g. Marketing, Accounting and HRM, etc. Also explain the role of IS strategy in successful use of such systems.
Please provide examples and illustrations where required.
100 marks
2000 words
The submission date for this assignment is Friday 28th April 2017 before 3pm.
Please pay an attention to the general marking criteria (in the module handbook) that will be used to mark your assignment. Please follow the guidelines given in the module handbook for submission.
Module Handbook
2016-17
OIM6003-A
Strategic Information Systems
FACULTY OF MANAGEMENT & LAW
SCHOOL OF MANAGEMENT
ii
Table of Contents
1.General1
2.Overview of Module and Module Descriptor2
3.Assessment Criteria and Marking Guidelines5
3.1Assessment Information5
4.Schedule of Work / Topics5
5.Communication11
6.Support for Your Learning13
6.1Specific Support Materials for Module.
6.2Study and Social Spaces.
7.Developing Good Academic Practice14
8.Reading List16
9.Module Feedback from Previous Students20
10.Additional Information21
iGeneral
General guidance and information on the university experience for all students can be found in the Student Handbook, which is available online via
http://www.bradford.ac.uk/new-students/.
Overview of Module and Module Descriptor
This module provides a deeper insight into exploiting the power of Information Systems for the benefit of organisations. It will show how organisational operations are underpinned by technology, the power of which can be harnessed for the benefit of the business and industry. This includes a strong focus on strategic thinking and strategy setting. It aims to develop the analytical skills of students in planning the use of technology.
The module leader is Dr Zahid Hussain. Details on how to contact them are provided below.
Contact Details
Dr Zahid Hussain [email protected]
Room 2.10, Cartwright Building 01274 234332
Module Aims
To have a strategic understanding of business information systems in organisations and to develop skills in analysing and planning the uses of business information systems in organisations to yield better efficiency, effectiveness and value.
Strategic Information Systems
Module Code:
OIM6003-A
Academic Year:
2016-17
Credit Rating:
10
School:
School of Management
Subject Area:
Operations and Information Management
FHEQ Level:
FHEQ Level 6
Module Coordinator:
Dr Zahid Hussain
Additional Tutors:
Pre-requisites:
MAN0601M; MAN0132L
Co-re.
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
Similar to CHEST Information Architecture for Live Learning Courses 2016 (20)
CHEST Information Architecture for Live Learning Courses 2016
1. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 1
Information Architecture for Live Learning Courses
By Amando R. Boncales
BA, MSEd, MA, PhDc.
01/20/16
About the Project
The objective of this project is to standardize content information architecture for Live Learning (LL) courses. The
information from LL courses are used in developing the standards. A template will be created in the Learning
Management System (LMS) and a manual will be written as guide in developing new courses. The following courses
below are covered in this project:
● Mechanical Ventilation: Advanced Critical Care Management
● Ultrasonography: Essentials in Critical Care
● Advanced Clinical Training in Pulmonary Function Testing
● Critical Care Ultrasonography: Integration into Clinical Practice
● Advanced Critical Care Echocardiography
● Transesophageal Echocardiography (TEE)
● Cardiopulmonary Exercise Testing (CPET)
● Comprehensive Bronchoscopy With Endobronchial Ultrasound
● Comprehensive Pleural Procedures
● Bronchoscopy Procedures for the Intensivist
COURSE CONTENT (Content)
I. Course Title / Banner
Note:
2. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 2
The title of the course is placed in the first topic of the course content. If Banner is available, no title text. A
welcome and thank you verbiage in necessary to orient the learn about the course.
Option 1 with the text title:
Option 2 with the banner:
3. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 3
Option 1 is used for the following courses:
● Mechanical Ventilation: Advanced Critical Care Management
● Ultrasonography: Essentials in Critical Care
● Advanced Clinical Training in Pulmonary Function Testing
● Critical Care Ultrasonography: Integration into Clinical Practice
● Advanced Critical Care Echocardiography
● Transesophageal Echocardiography (TEE)
● Cardiopulmonary Exercise Testing (CPET)
See example:
The purpose of this program is to increase cognitive and technical skills knowledge. The course applies
experiential learning educational principles.
4. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 4
We designed a curriculum based on the understanding that the majority of physicians prefer learning styles that
involve active experimentation with newly acquired knowledge. The interactive Q&A sessions allow participants to
activate, articulate and reflect on what they already know and value and to ready themselves to listen and evaluate
the new information that the course provides. We created opportunities for physicians to experiment with their new
knowledge in a safe environment, to put new ideas and skills to the test through simulation during the hands-on
sessions.
In this course we have incorporated formative assessments, as they are an essential component of our educational
programs. Any valid training program incorporates objective measures of knowledge and skills acquisition. These
are both cognitive and technical skills assessments. They offer an opportunity for 360-degree feedback. The
learners have the opportunity to reflect objectively on their abilities and techniques and take informed decisions
regarding their strategy to achieve competency. Formative assessments are necessary for a standardized
evaluation of participants and as a proven methodology to validate a training program.
Completing the pre-course work will allow you access to the course materials. These resources must be
reviewed in preparation for your course. The concepts and knowledge learned from the pre-reading will be
reinforced and assessed throughout the course.
Thank you and we look forward to seeing you at the course.
Option 2 is used for the following courses:
● Comprehensive Bronchoscopy With Endobronchial Ultrasound
● Comprehensive Pleural Procedures
● Bronchoscopy Procedures for the Intensivist
See example:
The purpose of this program is to increase cognitive and technical skills knowledge. The course applies
experiential learning educational principles and "flipped classroom" teaching methods. We designed a curriculum
based on the understanding that the majority of physicians prefer learning styles that involve active
experimentation with newly acquired knowledge. The interactive Q&A sessions allow participants to activate,
5. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 5
articulate and reflect on what they already know and value and to ready themselves to listen and evaluate the new
information that the course provides. We created opportunities for physicians to experiment with their new
knowledge in a safe environment, to put new ideas and skills to the test through simulation during the hands-on
sessions. The flipped classroom model engages participants with course content prior to the in-person meeting.
This way the classroom time can focus more on the application and real-life simulation of the new concepts and
knowledge that were learned in the pre-course material. The faculty can offer more personalized guidance and
interaction with participants, rather than lecturing.
In this course we have incorporated formative assessments, as they are an essential component of our educational
programs. Any valid training program incorporates objective measures of knowledge and skills acquisition. These
are both cognitive and technical skills assessments. They offer an opportunity for 360-degree feedback. The
learners have the opportunity to reflect objectively on their abilities and techniques and take informed decisions
regarding their strategy to achieve competency. Formative assessments are necessary for a standardized
evaluation of participants and as a proven methodology to validate a training program.
Completing the pre-course work will allow you access to the course materials. These resources must be
reviewed in preparation for your course. The concepts and knowledge learned from the pre-reading will be
reinforced and assessed throughout the course.
Thank you and we look forward to seeing you at the course.
II. Course Information
A. Agenda, Course Information, Disclosures, and CME Guide.
B. Other informational materials, e.g. “Hands-On Learning Objectives”
See example:
6. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 6
III. Pre-Course Work
Note:
A first (1st) verbiage explaining the pre-course work requirements and a second (2nd) verbiage informing the score
requirement, for example:
All items in this section must be completed. Once completed, then you will be able to access the course materials.
There is no required score for the Pre-Course Knowledge Assessment or additional questionnaires, but they must
be completed prior to accessing course materials.
A. Pre-Course Knowledge Assessment
B. Pre-Course Confidence Rating Questionnaire
C. Demographic Survey
See example:
7. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 7
IV. Course Materials
Note:
Course materials can come in different forms. Contents are sorted according to type using sub-topic divider, see
examples:
Example 1
10. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 10
A verbiage may be provided in each sub-topic to give instruction on how to use or access course materials, for
example:
11. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 11
- Please view e-Lecture and live lecture in full screen mode
- Click the Audio Playlist link to download all files.
- Click the playlist icon located in top left corner of the playlist to browse video contents.
Use applicable categories below:
A. Articles
B. Live Lectures
C. Live Tutorials
D. e-Lectures
E. Videos
F. Video Playlist
G. Audio
H. Audio Playlist
I. Images
J. Other Resources
K. Webinar
V. Practical Skills Assessment
A. Pre-Practical Skills Assessment
B. Post-Practical Skills Assessment
Example 1
13. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 13
Note:
The Practical Skills Assessment topic is usually used in face-to-face session. The learner must be physically
present to take the test.
The pre and post activities are placed in one topic, usually located after course materials topic.
When administering Pre-Practical Skills Assessment, the Post-Practical Skills Assessment must be hidden to
avoid confusion and vice versa.
Faculty list must be updated for each course in the bubble format selection, see example:
14. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 14
When possible, you may add colon (:) to give emphasis, for example:
- Practical Skills Assessment: Rapid EBUS STAT
A verbiage indicating the availability of the topic component is necessary for courses such as Airways Management
and Bronchoscopy COC, see examples:
15. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 15
Faculty administered skills assessment performed on-site at the live learning course. Your score will be available
upon completion of the assessment within your CHEST Learning (LMS) account.
The Pre-Skills Assessment and Post-Skills Assessment will open just prior to their respective sessions.
VI. Post-Course Work
Note:
A verbiage stating passing requirement is necessary in this section, see example:
All post-course work must be completed.
You must receive a 70% on the Post-Course Assessment prior to completing the CME Activity Evaluation. Once
you have successfully completed the Post-Course Assessment(s), click here to “claim credit” and go to the CME
Activity Evaluation.
A. Post-Course Knowledge Assessment
1. Post-Course Knowledge Assessment must have ABIM and BOD questions, without score equivalent,
see:
16. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 16
2. ABIM and BOD questions should have no score or equals to 0 equivalent, see:
3. Maximum score grade must be always to 100.00, then click Save, see:
17. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 17
B. Post-Course Confidence Rating Questionnaire
See example:
Note:
The “claim credit” (located in the content folder) must be directed to the intended “Claiming Credit Information”
(located in the credit folder).
The link usually look like this: http://learning.chestnet.org/course/view.php?id=1164
18. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 18
The =1164 will change relative to the course assignment in the url.
CLAIMING CREDIT (Credit)
I. Claiming Credit Information
Note:
A verbiage about course work completion instruction in claiming credit, see example:
The Post-Course Knowledge Assessment must be completed in order to access the CME Evaluation and
certificates.
A. Text title / Banner
B. Verbiage
C. How to Claim Credit pdf document
See example:
19. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 19
II. CME Activity Evaluation
Note:
A verbiage stating course date availability, see examples:
CME/CE for CHEST 2015 is available beginning October 28, 2015 and expires on February 29, 2016.
CME/CE is available until April 3, 2016, at 11:55 pm CST.
A. CME Activity Evaluation
See example:
20. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 20
III. CME Certificate
Note:
A verbiage stating how to manage cme , see examples:
Once all requirements have been completed, you can claim CME on chestnet.org. Please follow the
directions below:
1. After completing your CME Activity Evaluation, go to: Manage CME.
2. Under Claimable CME Activities, click the "Claim" button next to the corresponding activity.
3. Select the type of credit you want to claim and enter the number of credits, up to the maximum, that you are
claiming, commensurate with your participation.
4. Click the “Claim” button to finalize your claim.
Note:
Use this link in item #1 (Manage CME): https://www.chestnet.org/My-Account/Manage-CME
See example:
21. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 21
IV. Maintenance of Certification
Note:
A verbiage about maintenance of certification, see examples:
Upon successful completion of this course, designated as participation in all activities and assessments in the
course and successful completion of the posttest, CHEST will submit your information to ABIM for the crediting of
applicable MOC points.
See example:
22. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 22
APPENDIX - A
I. COURSE CONTENT
A. Text Title / Banner
27. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 27
APPENDIX - B
I. CLAIMING CREDIT
A. Text Title (Claiming Credit Information) and Banner
29. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 29
D. Maintenance of Certification
Acknowledgement
Author:
Amando Boncales
01/20/16
Chief Information Officer:
Ron Moen
01/23/16
Manager:
Beth Welch
01/20/16
Aleda Ealom
01/20/16
Contributor:
John Stagel
30. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 30
Jennifer Livingston
Chandni Patel
Heather Dethloff
Robb Rabito
Chad Jackson
Course Creation and Restrictions
I. Setting
A. CONTENT
1. Naming
2. Setting
B. CREDIT
1. Naming
2. Setting
Learning Plan Creation and Restrictions
II. Setting
A. Sections
1. Nmn
III. Layout
A. Sections
1.
31. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 31
Grading and Restrictions
IV. Course Content (CONTENT)
A. Sections
1.
V. Course Credit (CREDIT)
A. Sections
1.
Reminder, Workflow, and Timeline
02/22/16
I. Going Live Email
A. Email recipients are:
1. LMS Specialist - Amando Boncales
2. Carbon Copy (CC)
a) Program Specialist - Assigned Staff
b) Program Manager - Aleda Ealom
c) Chief Information Officer - Ron Moen
d) Chest Support Team
e) Senior Promotion Specialist - Kathy Daniels
f) Other members who helped develop the course
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B. Email title should be the Full name of the course and the phrase “is now live!”, see example:
Ultrasonography: Essentials in Critical Care March 2016 course is now Live.
C. Body of the email - It is important to send email informing the team that the course is ready. The format
should have content and credit links. Text color must be black in the actual email, see example:
Dear Xxxxx Yyyyy,
Good day!
This is to inform you that the Ultrasonography: Essentials in Critical Care March 2016 course is now Live.
See:
Content: http://learning.chestnet.org/course/view.php?id=1184
Credit: http://learning.chestnet.org/course/view.php?id=1185
You may now send the Know Before You Go for your learners to start accessing the course materials.
II. Email Reminder to learner
A. Email recipients are:
1. LMS Specialist
2. Program Specialist
3. Program Manager
4. Blind Copy (BC) - be sure to double check that all learners are in blind copy.
a) Learners who did not completed the pre-course work
B. Email title should be Remainder and Full name of the course, see example:
33. CHEST Educational Technology (LMS) Manual 2016 DRAFT COPY 33
Reminder - Mechanical Ventilation: Advanced Critical Care Management Feb 26-28, 2016.
C. Body of the email - This is an email reminder for those learners who did not finish Pre-Course Work
activities. Text color must be black in the actual email, see example:
Dear Learner:
Please remember it is required that all pre-course work is completed prior to the start of the course so that you can
follow along with ease. The information shared in the Course Materials will be referenced and discussed during
the course.
Pre-Course Work
Attendees must complete the Pre-Course Work activities in our learning site prior to the start of the course.
After completing these items, you will be given access to Course Materials. Printed materials or flash drives will
not be provided.
Content will be available online for 1 year. If you would like a permanent copy of any of the material, you can
download and save the content.
To access the materials:
●Go to chestnet.org, and click "My Learning."
●Enter your e-mail address associated with your CHEST account. (This is the e-mail you used when
purchasing the course).
If you have not activated your CHEST account:
●Click "Activate My CHEST Account." You will receive an e-mail to reset your password.
●Open your e-mail, and click "Reset My Password."
●Enter a new password and confirm. This will bring you to the "My Account" screen.
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●Using either the link on the left side, or at the top, click "My Learning."
●Click "My Learning" in the middle of the page to access your course page.
If you have activated your CHEST account:
●Go to chestnet.org, and click on "My Learning" at the top.
●Enter the e-mail address you used to register and your password.
●You will be on your course page on the learning site.
Contact learning@chestnet.org if you have a problem accessing your account.
III. XXX
IV. YYY
V. ZZZ
Naming Convention
I. Course names
A. Criteria
1.
B. Learning Plan
1. Full course name and the phrase “Learning Plan”, see example:
Ultrasonography: Essentials in Critical Care March 11-13, 2016 Learning Plan
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C. Contents and Credits - Content first before credit
1. Content - Name of the course, date and the word “CONTENT”, see example:
Comprehensive Bronchoscopy with EBUS March 4-6, 2016 CONTENT
2. Credit - Name of the course, date and the word “CONTENT”, see example:
Comprehensive Bronchoscopy with EBUS March 4-6, 2016 CREDIT
II. Topic Names - See blo
A. Ijl
B. tfhfg
III. Course Materials
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Third Party Hosting: Youtube Setting & Embedding
03/14/2016
I. Upload videos to YouTube from your computer.
A. Sign into your YouTube account:
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B. Credentials
1. Username: lms@chestnet.org
2. Password: poiuy700 may change from time-to-time, ask the LMS admin if not sure.
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C. Uploading Video
1. Click on Upload at the top of the page.
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2. Before you start uploading the video chose the video privacy settings, use “Unlisted.”
3. Select the video you'd like to upload from your computer.
4. As the video is uploading you can edit both the basic information and the advanced settings of the
video.
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8. Click Publish to finish uploading a public video to YouTube. If you set the video privacy setting to
Unlisted, just click Done to finish the upload.
9. If you haven’t clicked Publish, your video won’t be viewable by other people.
Once the upload is completed Google will send you an email to notify you that your video is done uploading and
processing.
I. Create playlist to YouTube from your computer.
1. Start with a video you want in the playlist.
2. Under the video, click “Add to.”
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3. Click “Add to.”
4. Click “Create new playlist.”
5. Click Create new playlist.
6. Enter a playlist name.
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7. Enter playlist name.
8. Select Unlisted.
9. Click create.
10.Use the drop down box to select your playlist's privacy setting, use Unlisted option.
11.Click Create.
I. Setting playlist from your computer.
A. Locate playlist “Library.”
1. Click to show navigation.
2. Click to show the video library.
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3. Select your playlist (see Create playlist to YouTube from your computer).
4. Click the “title link.”
5. Populate playlist with the uploaded video.
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6. You should see something like this, see above:
7. Click “Add Videos.”
8. You should see something like this, see below:
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9. Select if you want to add video using URL as identifier.
10.Select if you want to add video from the window.
11.Select video you want to add.
12.Click “Add videos” to continue.
B. Setting playlist
1. You should see something like this, see above:
2. Click “Playlist settings.”
3. You should see something like this, see below:
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4. Click “Basic.”
5. Playlist privacy should be in “Unlisted.”
6. Ordering should be in “Manual.”
7. Click box to allowing embedding.
8. Save selected settings.
C. Changing video order
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1. Hover on this area and drag the video to change order.
I. Setting video from your computer.
A. Locate the video, see below:
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5. Select size or modify.
6. Option for player control.
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7. Option for video title.
8. Option for privacy.
9. Copy and paste html code to the target location.
Sources:
YouTube.com
WebCourseWork.com
Chestnet.org
Acknowledgement:
Amando Boncales
03/14/16
Populating a Course
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I. Adding Course Manager/Coordinators in localized role (assigned course only).
A. Login as site admin in production
1. Use this url http://learning.chestnet.org/ext/coursestage/login/index.php?nosso=1
B. Add user in the learning plan
1. On the left side, under settings, you should see something like this, see below:
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5. Locate the learning plan of the course you want the user to be added, click that learning plan.
6. You should see something like this, see below:
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8. Search the target user
9. Click Add to put users in the learning plan.
C. Enroll the user in the list of participants.
1. Locate the course
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2. Find the category, click it.
3. You should see the course under that category, click it.
4. On the left side, under settings, you should see something like this, see below:
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5. Click Users
6. Click Enrolled users
7. You should see something like this, see below:
8. Click the plus sign
9. Assign localized role as non-editing teacher and observer.
10.Be sure to delete others roles aside from the 2 roles assigned.
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II. Adding Course Manager/Coordinators in systemwide.
A.
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