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E Learning Case Study


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An overview of the introduction of e-learning at a large multi-site academic health sciences centre, with references

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E Learning Case Study

  1. 1. Best Practices In E-Learning September 2007 Eva Ayers , Web Analyst, Information & Communication Technologies Debra Wingfield , Manager, Clinical Practice & Education
  2. 2. Our Presentation <ul><li>An overview of where we are at HHS </li></ul><ul><li>What the literature said about e-learning </li></ul><ul><li>What curriculum we chose to pilot </li></ul><ul><li>Our HHS e-learning standards </li></ul><ul><li>What we discovered in our pilot </li></ul><ul><li>What’s next? </li></ul><ul><li>Questions? </li></ul>
  3. 3. Background <ul><li>Large multi-site academic health sciences centre in Hamilton, Ontario </li></ul><ul><li>Move to provision of electronic information using a single platform </li></ul><ul><ul><ul><li>Multiple electronic systems without integration </li></ul></ul></ul><ul><li>Modular CMS software purchased and implemented, with potential LMS </li></ul><ul><ul><li>Content Management System </li></ul></ul><ul><ul><ul><li>Internet/Intranet sites, policies and procedures, document repository with searchable database </li></ul></ul></ul><ul><ul><li>Learning Management System </li></ul></ul><ul><ul><ul><li>E-learning, employee learning plans, tracking education, competency paths </li></ul></ul></ul><ul><li>Project management structure to implement LMS </li></ul>
  4. 4. Learning Environment <ul><li>2 to 3 PCs available per clinical unit </li></ul><ul><li>Not all staff have HHS network access </li></ul><ul><ul><li>Nutrition Services, Porter Services </li></ul></ul><ul><li>Mix of different generations </li></ul><ul><ul><li>Some seasoned staff still prefer not to use computers </li></ul></ul><ul><ul><li>Younger staff expect “wired-world perspective” </li></ul></ul><ul><li>Approx. 80% of all PCs have sound cards </li></ul><ul><li>4 Computer rooms with minimum 10 PCs available </li></ul>
  5. 5. Existing Computer-Based Training <ul><li>Regularly scheduled classes for Meditech (Order Entry, PCI), Sovera, HHS Network, Intranet, IWT </li></ul><ul><li>Microsoft Office products </li></ul><ul><ul><li>Beginner level </li></ul></ul><ul><ul><li>Intermediate and Advanced on request </li></ul></ul><ul><li>Online Microsoft Office products (Intranet) </li></ul><ul><li>Special interest groups have classes </li></ul><ul><ul><li>PeopleSoft for HR process </li></ul></ul><ul><ul><li>Decision Support tools </li></ul></ul>
  6. 6. Project Structure <ul><li>e-Curriculum Team </li></ul><ul><ul><li>Chose what curriculum to develop for pilot </li></ul></ul><ul><ul><li>What priorities were important </li></ul></ul><ul><ul><li>Set guidelines for e-learning content </li></ul></ul><ul><ul><li>Request for e-learning development process </li></ul></ul><ul><li>Project Team </li></ul><ul><ul><li>Developed project plan and timelines </li></ul></ul><ul><ul><li>Addressed hardware and software issues </li></ul></ul><ul><ul><li>Worked with curriculum developers </li></ul></ul><ul><ul><li>Implemented software for pilot </li></ul></ul>
  7. 7. E-Curriculum Team <ul><li>7 educators </li></ul><ul><li>1 ICT analyst </li></ul><ul><li>Technologically literate </li></ul><ul><ul><li>Saye, J.W. (1998). Technology in the Classroom: The Role of Dispositions in Teacher Gatekeeping. </li></ul></ul><ul><li>Experienced healthcare educator </li></ul><ul><ul><li>Lane, A.J. (1996). Developing Healthcare Educators: The application of a Conceptual Model. </li></ul></ul><ul><li>Representative of different types of learners </li></ul><ul><li>Representative of different types of clinical specialties </li></ul>
  8. 9. Standards for E-Learning <ul><li>Most articles written about e-learning come from one of two sources </li></ul><ul><ul><li>Academic journals, writing about the university or college experience </li></ul></ul><ul><ul><li>Vendor promotion, often found online </li></ul></ul><ul><li>Most academic articles focus on asynchronous discussion and courses that take a semester to complete </li></ul><ul><li>Most vendor articles focus on just-in-time learning to support business activities </li></ul>
  9. 10. Garrison & Anderson (2003) COGNITIVE PRESENCE SOCIAL PRESENCE TEACHING PRESENCE (Structure/process) Supporting discourse Setting climate EDUCATIONAL EXPERIENCE
  10. 11. Three Domains <ul><li>Social presence – developing a community of inquiry for learners as people </li></ul><ul><ul><li>Through discussion , collaboration, and getting to know both educator and learner </li></ul></ul><ul><li>Cognitive presence – facilitating the construction of meaning and understanding for the learner </li></ul><ul><ul><li>Through discussion , reflection, and facilitation of critical thinking (Dewey) </li></ul></ul><ul><li>Teaching presence – designing a learning environment that meets learning needs </li></ul><ul><ul><li>Through careful course design, understanding the learner, and guiding the learner through the material </li></ul></ul>Garrison & Anderson, 2003
  11. 12. Our Considerations <ul><li>Software does not support discussion </li></ul><ul><ul><li>We considered discussion forums in other formats </li></ul></ul><ul><li>Did we really have enough time to support discussion? </li></ul><ul><li>Did we really need to include a discussion forum with the type of curriculum we chose? </li></ul><ul><ul><li>WHMIS, Emergency Codes, etc. </li></ul></ul><ul><li>Do our learners have time for discussion? </li></ul>
  12. 13. What Needs to Remain in the Classroom? <ul><li>Learning technical skills for the first time </li></ul><ul><ul><li>Starting an IV </li></ul></ul><ul><li>Subjects that require demonstration of skills, even if not the first time learned </li></ul><ul><ul><li>CPR recertification </li></ul></ul><ul><li>Longer sessions that require a significant amount of time </li></ul><ul><ul><li>New Employee Orientation (organizational culture) </li></ul></ul><ul><li>Subjects that require facilitation and discussion </li></ul>
  13. 14. What Did We Choose? <ul><li>Content was pre-existing in at least one format </li></ul><ul><li>Annual learning or refresher learning that did not require a skill to be demonstrated </li></ul><ul><ul><li>Code Red </li></ul></ul><ul><ul><ul><li>PowerPoint slides, plus test </li></ul></ul></ul><ul><ul><li>WHMIS </li></ul></ul><ul><ul><ul><li>Voice-over, automated, built in Captivate </li></ul></ul></ul><ul><ul><li>Introduction to Chest Drainage </li></ul></ul><ul><ul><ul><li>Video, built in Captivate, plus PowerPoint slides </li></ul></ul></ul>
  14. 16. Why Standards? <ul><li>Much variation in classroom curriculum </li></ul><ul><li>Needed to allow team to focus on presenting education without bells and whistles (we are educators, not designers or “tekkies”) </li></ul><ul><li>Consistent look and feel for modules, at least for pilot </li></ul><ul><li>Learners, especially those not computer literate, would not get confused or lost </li></ul>
  15. 17. Curriculum Standards <ul><li>Learning objectives </li></ul><ul><li>Evaluation form </li></ul><ul><li>Each module will have an introduction to the learning </li></ul><ul><li>Interactivity – hyperlinks, case scenarios, quizzes </li></ul><ul><li>No more than 5 to 9 pieces of learning information on the screen at any one time </li></ul><ul><li>All attachments will be preceded by a short introduction </li></ul><ul><li>Each section of module will be not more than 20 minutes in length </li></ul>
  16. 18. Learning Objectives
  17. 19. Introduction to Module
  18. 20. Design Standards <ul><li>Font will be either Arial, Verdana or Tahoma </li></ul><ul><li>No less than 16 point, prefer 20 point </li></ul><ul><li>Titles can be another font (used sparingly) </li></ul><ul><li>No red or yellow writing </li></ul><ul><li>Either landscape or portrait, and must avoid mixing two orientations </li></ul><ul><li>Corporate HHS template used consistently during pilot </li></ul>
  19. 21. HHS Template
  20. 23. Technical Standards <ul><li>Navigation will be consistent throughout </li></ul><ul><li>All hyperlinks will be tested for functionality regularly </li></ul><ul><li>All audio-visual will be tested for functionality </li></ul><ul><li>Help function consistent throughout </li></ul><ul><li>Video playback control and Streaming </li></ul><ul><li>Accessible through HHS Intranet </li></ul><ul><ul><li>Remote access through Citrix </li></ul></ul>
  21. 24. Consistent Navigation
  22. 25. Development Tools <ul><li>Develop content in PowerPoint </li></ul><ul><ul><li>Using PP found to be unreliable, file size was an issue </li></ul></ul><ul><li>Translate into Flash Paper </li></ul><ul><ul><li>Unable to automate slides as in PowerPoint </li></ul></ul><ul><ul><li>Navigation bar at top of page </li></ul></ul><ul><li>Translate or build directly in Captivate </li></ul><ul><ul><li>Good for software teaching </li></ul></ul><ul><ul><li>Include automation and voiceover </li></ul></ul>
  23. 26. Remote Access <ul><li>Citrix </li></ul><ul><ul><li>Many end-users still require a complex password </li></ul></ul><ul><ul><li>Not rolled out across corporation, still in pilot phase </li></ul></ul><ul><li>Sound and video an issue </li></ul><ul><ul><li>Choppy and distorted </li></ul></ul><ul><ul><li>Affects video and Captivate-based modules </li></ul></ul><ul><li>Not resolved at this time </li></ul><ul><ul><li>Continue to use video and Captivate in some modules </li></ul></ul><ul><ul><li>Waiting for vendor to address with upgrade </li></ul></ul>
  24. 27. Content Request Process <ul><li>As more people use the system, more people want their content available </li></ul><ul><li>Team developed a process for handling increased volume of requests </li></ul><ul><ul><li>Request form available on intranet </li></ul></ul><ul><ul><li>Must be submitted by a supervisor or manager </li></ul></ul><ul><ul><li>Must be tied to a corporate initiative </li></ul></ul><ul><ul><li>Delivered to a large group of staff </li></ul></ul><ul><ul><li>Content must be developed and available </li></ul></ul><ul><ul><li>Team member must be available to assist with development </li></ul></ul>
  25. 28. Typical Requests to Date <ul><li>Infection Control </li></ul><ul><ul><li>MOHLTC competencies </li></ul></ul><ul><ul><li>Supporting IC issues (AROs, Medical Directives, etc.) </li></ul></ul><ul><li>Computer software </li></ul><ul><ul><li>Microsoft suite of products </li></ul></ul><ul><ul><li>Clinical information systems </li></ul></ul><ul><li>Mandatory annual education </li></ul><ul><ul><li>Emergency Codes </li></ul></ul><ul><ul><li>WHMIS </li></ul></ul>
  26. 29. Tips for Implementation <ul><li>Assess organizational readiness for e-learning. </li></ul><ul><ul><li>Technology, literacy, and attitudes </li></ul></ul><ul><li>Do not underestimate pain of unlearning current practice. </li></ul><ul><ul><li>Moving from the classroom is not easy! </li></ul></ul><ul><li>Take time to test and retest assumptions. </li></ul><ul><li>Pick curriculum that is “easy” to implement. </li></ul><ul><li>Balance the implementation with organizational issues. </li></ul><ul><ul><li>Don’t lose sight of the goal. </li></ul></ul><ul><li>Recognize what your software can and can’t do. </li></ul>
  27. 30. What’s Next? <ul><li>Getting more educators on board </li></ul><ul><li>Doing more research about what is most effective for our learners </li></ul><ul><ul><li>Are they really learning or just going through the motions? </li></ul></ul><ul><li>Focusing more on what the system can do for us </li></ul><ul><ul><li>Competencies, classroom tracking </li></ul></ul><ul><li>Developing more specialized elearning content for various stakeholder groups </li></ul><ul><ul><li>Support Service groups, Labs </li></ul></ul><ul><li>LMS upgrade </li></ul><ul><ul><li>SCORM </li></ul></ul>
  28. 31. Readings <ul><li>Peterson, R., & Berns, S. Establishing standards for intranet on-line education. Nursing Economic$, 23(5), p. 268-270 </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. New York: RoutlegeFalmer </li></ul>