Learning design: starts with knowing your audience, considers situational factors, understanding adult learners, providing value in what you are teaching or presenting; uses active learning.

1. Learning Design Principles
SCTR RETREAT 2017
KATHLEEN (KATE) A. LENERT, MET
ASSOCIATE DIRECTOR RESEARCH LEARNING &
DEVELOPMENT
OFFICE OF CLINICAL RESEARCH

2. WHAT ARE WE HERE FOR?
•To explore new methods
and concepts in learning
design
•To incorporate one new
strategy the next time you
present or teach
•To share knowledge with

3. KNOWING YOUR AUDIENCE
• Presenting a paper: what if everyone in the audience has
already read your paper vs none of them have?
• Training: what if all of your learners already took your
class a year ago, vs none of them have ever taken your
class?
• Software/Skills: learners who have been using the
software for a long time and just need to know a few
quick tricks, vs learners who have never used the

4. ADULT LEARNERS: FRAMEWORK
• Need relevance and
timeliness in new
learning
• Involved in the process
• Want to activate prior
knowledge
• Self directed, self
managed

5. ADULT LEARNERS: FRAMEWORK
• Problem-centered learning
• Motivated internally
• Need to know why the learning is
important, what are the risks of NOT
learning the material

6. TEACHING EFFECTIVENESS
• Learning as an active rather than a passive process
• Least effective method of teaching is the lecture
• Integrated teaching (part of the whole picture)
• Stories versus facts
• Learners interacting with the instructor, the
content, each other and the community
• Includes feedback

8. DECIDING ON A TRAINING
METHOD:
How to Do Something
Informational -
Resource
Policy

9. WHAT BEHAVIOR OR ACTION
DO YOU WANT TO CHANGE?

10. What you are teaching must offer
a value to the learner
Solves a problem
Answers a
question
Simplifies a task
Gain or reward

11. HOW WILL YOU KNOW YOU HAVE
ENACTED THE CHANGE YOU WANT?

12. ASSESSMENT =
MEASURING PERFORMANCE OR
LEARNING

13. Testing immediately after learning will tell you they
know the new information now

14. Assessing whether behavior has
changed over time means an
increased likelihood the new skill
has been learned

15. METHODS
In post-course evaluations, ask the learner if they would
mind answering a follow up survey in 3 months.
Observation

16. How do you identify this?
Go back to start:
Makes their job easier, adds
clarity, functionality, solves
problem
Asking them
Sales – first 5 minutes

17. LEARNING
HAPPENS.....
Demonstrated competency vs
answering multiple choice questions
• “Show Me How”
Case based learning
• Real world Examples, Stories
Making judgements, justifications
• “How would you approach this
problem?”

18. DEMONSTRATING NEW KNOWLEDGE & LEARNING:
• SHOW HOW TO DO
NEW SKILLS
• SHOW WHERE TO
FIND NEW
INFORMATION
• GIVE THE LEARNER
AN OPPORTUNITY
TO TEACH OTHERS

19. SITUATIONAL FACTORS:
•How many people do you want to communicate
this information to?
•How fast do they need to know it?
•Is there a likelihood the content will change?

20. SITUATIONAL FACTORS:

22. “I need these people to know how to
do this at this time by this method for
this outcome?”
Who
What
When
How
Why

23. SUMMARY OF PART 1

25. LEARNER ENGAGEMENT

26. ENGAGEMENT Asking open ended questions?
• Checking in
Learn about the audience
“How many of you experience this or
that”
“Andrea, can you tell me how you
address this problem or how you
envision it working better”
”Who knows how to find the OCR
training resources?”

27. IMAGES AND COPYRIGHT
• Creative Commons – Open license of material that would
otherwise be copyrighted
• Google
• MUSC Library learning guide, medical images

28. PRESENTATIONS - IMAGES

30. 3 Ways the OCR will make
Clinical Research Billing Easier

31. Objectives
Upon completion of this training the learner will be able to:
• Identify the mission and goals of the Office of Clinical Research
• Identify what is involved in Prospective Reimbursement Analysis
• Initiate the PRA process at MUSC
Goal
To provide an overview of the Office of Clinical Research,
introduce the concept of prospective reimbursement analysis
(PRA) and provide instruction on how to initiate the PRA process.
Version date: 5/26/2017

32. OCR Mission
Partnering
Ensuring research billing compliance
Supporting clinical research operational and financial performance

34. ACCESSIBILITY
• 15% of world pop*
• Web
• Documents
• Video
• Hardware/Technical
• Physical spaces
*WHO report on Disability

35. CYCLE OF LEARNING DESIGN
Assessment
Consult
Design
Build
Implement

36. KNOWING YOUR AUDIENCE #3
Join at Slido.com with #SCTR2017

37. RESOURCES
• How to Create a Research Poster
• Web Accessibility (horseshoe)
• Developing Learning Objectives (According to Bloom’s)
• Teaching Online
• Creative Commons – copyright material
• MUSC Library Copyright Guide
• Audience Interaction: Sli.do

38. THANK YOU!