ADLT 670 Class Session 1

1. ADLT 670 – Class Session 1

2. Agenda for September 11
Introductions
• Blog, Syllabus, Assignments
Overview of the Course
Thomas’ et al.’s 6 Steps of
Curriculum Design

3. To experience the
integrated nature
of learning
experience design
To think of
assessment as
something that
happens during a
course to
promote learning
To design with
the end in mind:
What do you
want your
learners to be
able to do?
To remember
that students
learn from what
they do, not
what you do
My Goals for You in this Course
3

4. What this Course in the TiME Program
Addresses
• Curriculum Design
• Learner Assessment
• In-Depth Discussion of
Instructional strategies
• Delivery Platforms
• Online / Hybrid designs
• Dissemination of Curricular
Innovations (scholarly pubs,
presentations)
ADLT 672, Spring 2018
ADLT 676, Summer 2018
ADLT 673, Fall 2018

5. Major Learning Goals
EPAs Assessment Instructional Strategies Learning Objectives All aspects
EPAs
Assessing
Learners
Instructional
Strategies
Learning
Objectives
All Aspects
of Design

6. Table Polls
• Who are your learners?
• How much teaching experience do you have?
• What role do you have as a medical educator in
your department?
• What do you MOST want to learn from this
course?
• How do you plan to use what you learn?

7. Four Components of Effective Teaching
Beginning of Instruction
Knowledge of
Subject
Matter
Teacher-
Learner
Interactions
Management of
the Learning
Environment
Design of
Instruction
Interpersonal and social skills
Facilitation
skills, setting a good
learning
climate
Skill development
Discipline or specialty-specific

8. Why a TiME course in Curriculum
Design?
Introduce the
basic
concepts in
designing a
learning
experience
Examine how
to write goals
and learning
objectives
Illustrate
alignment
between
components
Consider what
makes
learning
experiences
significant
Provide
exemplars of
instructional
strategies &
assessment
strategies

9. What do you want your learners to
be able to KNOW or DO at the end of
your lesson, rotation, or course?

10. Good learning experience design
requires a strong foundation

11. Learning Goals and
Objectives
Instructional
Strategies
Feedback and
Assessment

12. In integrated course design, these three
elements are in perfect harmony

13. Six-Step Approach
to Curriculum
Development
Problem Identification
and General Needs
Assessment
Targeted Needs Assessment
Goals and Objectives
Instructional Strategies
Assessment Strategies
and Program
Evaluation

14. In reality, curriculum development is often an
interactive and iterative, ongoing process
Interactive and
Iterative Design
Building a Solid Base of
support
Identifying
Learning Needs
Developing
Goals and Objectives
Designing
Instructional Plans
Devising Transfer of
Learning Plans
Formulating
Evaluation
Plans
Communicating Results
Scheduling Logistics
Discerning the Context
Scheduling Faculty
to Teach
Assessing Learners

15. Assignments
•Needs Assessment (25 points)
•Goals and Objectives (15 points)
•Instructional Strategies (25 points)
•Assessment Strategies (25 points
•Engagement / Participation (10 points)
15

16. Develop a General Needs Assessment
What is currently being done?
What personal and societal factors are affecting the
problem?
What, ideally, should be done?
• Examine the accrediting requirements for the LCME,
ACGME, and the milestones project, as well as EPAs
• Your own research into future trends and needs for
medical education in your discipline

17. Develop a Targeted Needs Assessment
Gather data about the learners for whom you will be
designing your educational plan
• Expectations about scope of knowledge/skill
• Previous training and experience
• Existing characteristics about these learners
• Your own preferences / experiences with instructional
approaches
Gather information about the learning environment
• Barriers, enablers
• Needs of others, i.e. clerkship, course, or program
directors
• Informal or hidden curriculum

18. Develop Goals and Objectives
Focus on a
specific group
of Learners to
develop
2-3 overall
“course” goals
Develop
learning
objectives for
what you
want your
learners to be
able to do
18

19. Instructional Strategies
Paired presentations on
team/group strategies
Work in groups, 30 minutes,
5-7 slides & interactive
component
Share current “best
practices”
19

20. Assessments
Formative and Summative, “best practices”
Assignment is for pairs/triads to research and
present an assessment strategy to the class based
on chapters in your text
30 minutes, 5-7 slides
20

21. What Questions Do You
Have?
• Take a 15-minute break
• Return to sit with others with learners similar
to yours
• (residents, pre-clinical med students,
• clinical med students, graduate students)

22. Provide your VCU
ID badge so we
can get you into
the MMEC after
6 pm - will be
returned to you
tonight!
Everyone set up a
Rampages account
http://rampages.us
Everyone accept
invitation to join
our course blog
Three things we are going to do
BEFORE you leave tonight